people do not leave care until they are ready to 16 and 17 year olds) and offers young disabled do so people direct payments when they plan to leave the assessment of need preparation and review home or move into further and higher of pathway to improve support for care education. leavers personal advisors Supplement to the Code of Practice on the assistance regarding education, training, financial Identification & Assessment of Special support and accommodation (suitable for those Educational Needs (SEN) (2005): with disabilities) Promotes participation of disabled children in Particular attention is additionally paid to disabled educational decision making processes. young people who do not meet criteria to access It ensures they have: adult health and social care services. Access to information and advice Opportunity to attend mainstream school Children’s Homes Regulations (NI) (2005): Support to avoid/resolve disputes Children’s homes must promote child welfare Access to tribunal appeals regarding: basic rights (food and clothing); health Protection from discrimination at school and and wellbeing (registered with a GP and dentist) further and higher education and therapeutic services when required School and further education colleges must Advice, support and guidance should be given undergo inspections to ensure compliance with regarding all health and personal care issues regulations and make reasonable adjustments Staff are responsible for safekeeping and where appropriate to improve the accessibility administering medicines. of all aspects of school life (building, curriculum Staff must maintain records of care leavers and information). DHSSPSNI (2005) Leaving and Aftercare: SENDO (2005): Volume Eight Guidance and Regulations: Introduces disability discrimination law to the Transition requirements include: education sector Ensuring suitable training, employment or Strengthens rights of children with SEN to meaningful day opportunities are secured access education in mainstream schools Addressing sexual health education needs Broadens to include ‘discrimination’ ‘fails Building self-esteem to act’ as well as unfavourably towards a ‘acting Increasing ability to make choices, take risks and disabled child’. assume adult responsibilities
people do not leave care until they are ready to do so the assessment of need preparation and review of pathway to improve support for care leavers personal advisors assistance regarding education, training, financial support and accommodation (suitable for those with disabilities) Particular attention is additionally paid to disabled young people who do not meet criteria to access adult health and social care services. Children’s Homes Regulations (NI) (2005): Children’s homes must promote child welfare regarding: basic rights (food and clothing); health and wellbeing (registered with a GP and dentist) and therapeutic services when required Advice, support and guidance should be given regarding all health and personal care issues Staff are responsible for safekeeping and administering medicines. Staff must maintain records of care leavers DHSSPSNI (2005) Leaving and Aftercare: Volume Eight Guidance and Regulations: Transition requirements include: Ensuring suitable training, employment or meaningful day opportunities are secured Addressing sexual health education needs Building self-esteem Increasing ability to make choices, take risks and assume adult responsibilities 16 and 17 year olds) and offers young disabled people direct payments when they plan to leave home or move into further and higher education. Supplement to the Code of Practice on the Identification & Assessment of Special Educational Needs (SEN) (2005): Promotes participation of disabled children in educational decision making processes. It ensures they have: Access to information and advice Opportunity to attend mainstream school Support to avoid/resolve disputes Access to tribunal appeals Protection from discrimination at school and further and higher education School and further education colleges must undergo inspections to ensure compliance with regulations and make reasonable adjustments where appropriate to improve the accessibility of all aspects of school life (building, curriculum and information). SENDO (2005): Introduces disability discrimination law to the education sector Strengthens rights of children with SEN to access education in mainstream schools Broadens ‘discrimination’ to include ‘fails to act’ as well as ‘acting unfavourably towards a disabled child’.
YOLO_Policy_Review.docx