A study of cocaine use in Northern Ireland 2009.

This study explored the patterns of cocaine use and the lifestyles of users in Northern Ireland with the aim of providing the Department of Health, Social Services and Public Safety (DHSSPS) and treatment service providers with a better understanding of cocaine use in Northern Ireland. This primarily qualitative study was conducted in two phases. In Phase I a â?~Community Assessment Processâ?T was conducted to gain an understanding of the experiences of drug treatment professionals to cocaine use in Northern Ireland. In phase II 40 in-depth interviews were conducted with cocaine users. The study identified two types of cocaine user, these are recreational or socially integrated users and those referred for drug treatment who as a group was socially marginalized users. For the purposes of this study these users will be referred to as either recreational or treatment users. The demographic profiles of each type of user differed in a number of important respects. The recreational users were typically young, educated and anchored to a largely conventional lifestyle and whose pattern of non-work activities involved partying and drug use. Treatment users, on the other hand, generally had low level educational qualifications and were typically unemployed and living on state benefits. A number of the treatment users were either living in a hostel at the time of interview or had experienced homelessness at some time in their life. None of the recreational users reported any experience of homelessness. These distinctions, as well as differences between the groups in terms of their drug use patterns, preferences and practices, strongly suggest that in unravelling the nature of cocaine use and cocaine problems there is a need to look beyond the drug itself.This resource was contributed by The National Documentation Centre on Drug Use.

Limerick Seed to Plate

The aim of the project is to address an identified need in the community, promoting healthy eating and organic home-gardening practices. Building on the success of a pilot intergenerational project entitled "Through the Years", it became apparent that gardening related activities could be implemented and promoted on a larger scale, reaching the wider community, groups and classes. The project serves as a setting for community education and will be inclusive in helping reduce isolation by providing meeting places for all members of their local communities. Key people being targeted are older people, local families and residents, Limerick Youth Service, After School Clubs, the Garda Youth Diversion Project and the Family Resource Centre. The Limerick Seed to Plate works with gardeners whose primary focus is to develop the gardening projects further. There is a strong educational emphasis to the project and the learning is transferred to participants own homes and lifestyles. Southill has a community café and, where possible, food grown in their garden is showcased and cooked in the centre and café. The Community Food Initiative strengthens the existing healthy eating habits in the community and aims to result in increased long-term health benefits arising from a healthier lifestyle. Communities will benefit from the project which will create employment, build bridges between communities, promote social inclusion and provide a focus for the local areas. Part of theDemonstration Programme 2010-2012 Location Limerick Target Groups At risk youth Children ( 4-12 years) Children (0-4 years) Children (13-18 years) Families Lone parents Low income families Men Migrant, minority ethnic groups Older people Travellers Unemployed Women

Dementia educational needs analysis

A report from the Dementia Elevator project��at Dublin City University��highlights��the gaps that exist in dementia skills and knowledge in Ireland. It considers��models of��best practice in dementia training and education, and hopes to��inform ��the development of appropriately tailored dementia-related training and education programmes in��Ireland.��Read the report here.

Delivering Equality Of Opportunity In Schools - An Action Plan for Educational Inclusion

This action plan focuses on addressing the educational needs of children and young people from disadvantaged communities, from pre-school through second-level education (3 to18 years). Its frame of reference is based on the definition of “educational disadvantage” in the Education Act (1998) as: “...the impediments to education arising from social or economic disadvantage which prevent students from deriving appropriate benefit from education in schools.” The action plan is, therefore, one element of a continuum of interventions to address disadvantage, which include second-chance education and training and access measures for adults to support increased participation by under-represented groups in further and higher education. A further element of this continuum is the ongoing development of provision for pupils with special educational needs in light of the enactment of the Education for Persons with Special Needs Act (2004) and the establishment of the National Council for Special Education.

Delivering Equality Of Opportunity In Schools - An Action Plan for Educational Inclusion - Summary

This action plan focuses on addressing the educational needs of children and young people from disadvantaged communities, from pre-school through second-level education (3 to18 years). Its frame of reference is based on the definition of “educational disadvantage” in the Education Act (1998) as: “...the impediments to education arising from social or economic disadvantage which prevent students from deriving appropriate benefit from education in schools.” The action plan is, therefore, one element of a continuum of interventions to address disadvantage, which include second-chance education and training and access measures for adults to support increased participation by under-represented groups in further and higher education. A further element of this continuum is the ongoing development of provision for pupils with special educational needs in light of the enactment of the Education for Persons with Special Needs Act (2004) and the establishment of the National Council for Special Education.

Framework for Junior Cycle 2015

This document, the Framework for Junior Cycle (2015), outlines the key educational changes that the Department of Education and Skills (DES) is putting in place for young people in the first three years of their post-primary education. It builds on and advances the vision for junior cycle reform that was outlined in the Framework for Junior Cycle (2012). The Framework for Junior Cycle (2015) incorporates a shared understanding of how teaching, learning and assessment practices should evolve to support the delivery of a quality, inclusive and relevant education that will meet the needs of junior cycle students, both now and in the future. This shared understanding is informed by engagement with stakeholders and by national and international research.

Engagement Plan: Review of AHP Support for Children with Statements of Special Educational Needs in Special Schools and Mainstream Education

This engagement plan outlines the collaborative and partnership approach with key stakeholders in the first phase of the Review of AHP Support for Children with Statements of Special Educational Needs in Special Schools and Mainstream Education. It provides detail on how communication objectives will be met.It gives information on:Stakeholder Analysis for Phase One of the ReviewMembership of the Project BoardMembership of the Professional Stakeholder Reference Group

Terms of Reference for Project: Review of AHP Support for Children with Statements of Special Educational Needs in Special Schools and Mainstream Education

This is the Terms of Reference for the review of Allied Health Professional (AHP) support for children/young people with statements of special educational needs.It outlines expectations of the review and should be read in conjunction with the Project Initiation Document (PID) for Phase 1of the review, the Terms of Reference for the Project Board and the Engagement Plan for phase 1.

Terms of reference for Project Board: Review of AHP Support for Children with Statements of Special Educational Needs in Special Schools and Mainstream Education

This is the Terms of Reference for the Project Board of the review of Allied Health Professions (AHP) support for children/young people with statements of special educational needs.It outlines the:Purpose of the Project BoardResponsibilities of the Project BoardMembership of the Project Board

Phase 2 Parent/Carer Questionnaire: Review of Allied Health Professions��' (AHP) support for children/young people with a statement of special educational needs

We want to know what you think about the AHP services for your child. We will also seek views of AHPs and teachers who work with your children and we will use them all to inform our decisions. This phase of the review is focusing on current AHP services for children/young people with a statement of special educational needs enrolled in mainstream schools and learning support centres/units attached to a mainstream school.

Review of AHP Support for Children with Statements of Special Educational Needs in Special Schools and Mainstream Education: Phase 2 Engagement Plan

This engagement plan outlines the collaborative and partnership approach with key stakeholders in the second phase of the Review of AHP Support for Children with Statements of Special Educational Needs in Special Schools and Mainstream Education. It provides detail on how communication objectives will be met. It gives information on: Stakeholder Analysis for Phase Two of the Review Membership of the Project Board Membership of the Professional Stakeholder Reference Group

Summary Interim Report on Findings and Interim Themes from Phase 1 of the review of Allied Health Professions (AHP) support for children/young people with a statement of special educational needs (SEN)

Summary Interim Report on Findings and Interim Themes from Phase 1 of the review of Allied Health Professions (AHP) support for children/young people with a statement of special educational needs (SEN)This interim report is outlining the service principles agreed by the Project Board and the themes identified throughout engagement and information gathering.