Trends in the provision of residential educational placements available for young people with learning disabilities/autism in England
Abstract
Purpose
Little is known about the characteristics of residential educational settings for young people with intellectual or developmental disabilities (IDD) in England. Previous research has focussed on the characteristics and experiences of the young people attending such settings rather than the setting itself; therefore, an overview of national provision is needed. The paper aims to discuss these issues.
Design/methodology/approach
As part of a larger project, data were collected for all residential schools and colleges in England. Data relate to settings offering residential provision for at least 4 nights per week for 30 weeks per year, either at the school/college itself, or in an associated residential home. Due to the remit of the main project, settings offering placements only to young people aged under 16 were excluded. Data were collected from a range of sources, including school/college websites, Ofsted and Department for Education resources, and liaison directly with the setting.
Findings
In total, 342 residential educational settings were identified with 57 of these offering post-16 provisions only. A range of data is presented about these settings, including location, placement numbers and types available, age range catered for, special educational needs categories registered for, governance arrangements (e.g. LA maintained, privately owned, and charitable organisation), and Ofsted educational ratings.
Originality/value
These data provide a national overview of residential educational settings for young people with IDD. This enables a clearer picture of the location and type of provision offered and allows comparisons both within and between areas.
Keywords
Acknowledgements
Corrigendum: It has come to the attention of the publisher that the paper by Serena Rose Louisa Tomlinson, Peter McGill, Nick Gore, Jessie Humphreys, “Trends in the provision of residential educational placements available for young people with learning disabilities/autism in England” published in Tizard Learning Disability Review, Vol. 22 No. 4, pp. 222-229 incorrectly interpreted the data from Pinney’s (2014) report. The statistics were interpreted as not including non-maintained schools. In fact, the statistics include children placed in both maintained and non-maintained schools, but not independent schools. The authors would like to apologise to Anne Pinney for their misinterpretation of these statistics. A correction has been made within the online paper which addresses this error.
This paper reports on independent research funded by the NIHR School for Social Care Research. The views expressed are those of the author(s) and not necessarily those of the NIHR SSCR, NHS, the National Institute for Health Research, or the Department of Health.
Citation
Tomlinson, S.R.L., McGill, P., Gore, N. and Humphreys, J. (2017), "Trends in the provision of residential educational placements available for young people with learning disabilities/autism in England", Tizard Learning Disability Review, Vol. 22 No. 4, pp. 222-229. https://doi.org/10.1108/TLDR-07-2017-0028
Publisher
:Emerald Publishing Limited
Copyright © 2017, Emerald Publishing Limited