Adopting Children with Down Syndrome: A qualitative study of family experiences

The purpose of this study is to qualitatively investigate and compare the family beliefs, values, and perceptions of parenting of families who have adopted children with Down syndrome (DS) to parents who have biological children with DS. Participants in the study included 27 parents of biological children with DS and six parents of adopted children with DS. Participants were interviewed through a digital survey that was distributed through Qualtrics Online Survey Software. Quantitative analysis placed the participants into groups and qualitative analysis was used to identify beliefs, values, and perceptions. Results showed that while both adoptive and biological parents indicated that support services have played an important role in raising their child with DS, 100% of adoptive parents indicated a desire for the creation of additional services/programs to better serve their child with DS and only 63% of biological parents indicated the same desire. There were no significant differences in level of stress seen between the two groups, joys and benefits added to family life, or challenges faced by families. While participants from both groups reported similar values and beliefs that have contributed to their parenting decisions, themes found in motivation differed between biological and adoptive parents

Inclusion and education in the United Kingdom

Paper describes inclusion and education in the United Kingdom

Village Building and School Readiness: Closing Opportunity Gaps in a Diverse Society

Examines a community's impacts on child development and frames strategies to build early learning systems in poor minority neighborhoods. Stresses combining services with community-building and developing a diverse early education workforce from within

What integrated working practices support or hinder effective referral pathways from health to education services for blind and partially sighted babies and young children? (Sharing our experience, Practitioner-led research 2008-2009; PLR0809/026)

Evidence indicates that young children and parents benefit from receiving specialist visual impairment (VI) education service support from an early stage following identification of a child’s sight condition. Early referral is key to this. Although there are screening protocols for some very specific eye conditions, such as retinopathy of prematurity, there is no vision equivalent to Universal Newborn Hearing Screening with its related referral guidance. The aims of the research were to identify the pathways for referring blind and partially sighted babies and children from Health to Education; and explore models of effective practice in three VI services, i.e. one inner city authority in the east, one rural authority in the west, and a consortium from the south. The first stage of the research was a literature review in order to identify the pathways for referring blind and partially sighted babies and children from Health to Education. The second part of the study sought to address the second aim: to identify models of good practice in a small sample of local authorities and where there were delays in referring from Health to Education to understand the reasons for these delays. As a result of the study, it is recommended that key factors should be in place to support integrated working practices between Health and Education to facilitate effective referral procedures. These factors should include: • an embedded Early Support or a Team around the Child approach; • established multi-agency groups with a focus on visual impairment; • the appointment of a paediatric ophthalmologist to lead on children's issues; • attendance by VI service staff or ECLO at paediatric eye clinics; • incorporating hearing and vision services into LA sensory support services. These should be set out in written agreed protocols between LA education services and Health

Strategies for supporting schools and teachers in order to foster social inclusion: UK interim report

The focus in this report is on those strategies used to address the disadvantages experienced by minority background students in schools within the United Kingdom (UK) and the wider policy context in which these operate. More specifically, the focus is on four groups of students: ethnic minority students including refugee and asylum seekers’ children; Gypsy/traveller students; Students in care (Looked After Children – LAC); and, linguistic minorities e.g. Gaelic, Welsh