Special Schools' and Colleges' Experiences of the COVID-19 Pandemic: Summer 2021. Full Findings

Autor/inn/en	Skipp, Amy; Tyers, Claire; Hopwood, Vicky; Rutt, Simon; Sharp, Caroline; Webster, Rob
Institution	National Foundation for Educational Research (NFER) (United Kingdom)
Titel	Special Schools' and Colleges' Experiences of the COVID-19 Pandemic: Summer 2021. Full Findings
Quelle	(2021), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Foreign Countries; Special Schools; Colleges; Federal Legislation; COVID-19; Pandemics; School Closing; Special Needs Students; Educational Needs; College Students; Attendance Patterns; Distance Education; Mental Health; Well Being; Interpersonal Competence; Self Management; Daily Living Skills; Physical Development; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Special school; Sonderschule; College; Hochschule; Fachhochschule; Bundesrecht; School closings; Schule; Schließung; Schließung (von Schulen); Sonderpädagogischer Förderbedarf; Educational need; Bildungsbedarf; Collegestudent; Distance study; Distance learning; Fernunterricht; Psychohygiene; Well-being; Wellness; Wohlbefinden; Interpersonale Kompetenz; Selbstmanagement; Alltagsfertigkeit; Körperliche Entwicklung; Großbritannien
Abstract	In the United Kingdom, the Coronavirus Act relaxed the duty on Local Authorities to provide all of the support set out in pupils' educational, health and care plans (EHCPs). They were expected to use 'reasonable endeavours' to deliver as much of this as possible. This relaxation was lifted in September 2020, meaning that from that point the legally required support stated in EHCPs should have been fully reinstated. In the first national lockdown most special providers reported they were only able to offer a very limited number of pupils in-school places. On average their capacity was 30% of their usual intake. In January 2021, the Prime Minister announced a further national lockdown, requiring educational settings to close to the majority of pupils for the second time. In this report this lockdown in early 2021 is referred as the second lockdown (although there was a national lockdown at the end of 2020, educational settings remained fully open). A briefing paper had been published setting out a summary of what happened during this second lockdown, and in the term following the expected 'return to normal' (i.e. all educational establishments being fully open as before the pandemic). This report provides all of the detail gathered to inform that paper. It is based on: (1) A survey of Headteachers from 190 special schools and colleges in England. This represents an 11% response rate across the sector; (2) Depth interviews with senior leaders of 40 special school or colleges; and (3) Depth interviews with 40 parents of children with EHCPs who attend this type of setting. [For the briefing paper, "The Reported Effects of the Pandemic on Pupils in Special Schools and Colleges and What They Need Now," see ED615418. This report was co-published with ASK Research (United Kingdom).] (ERIC).
Anmerkungen	National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01