Raising the bar for pupils with SEN

Author:
MARTIN Jane
Journal article citation:
Every Child Journal, 4(4), 2014, pp.12-21.
Publisher:
Imaginative Minds
Place of publication:
Birmingham

For September 2014, there will be a number of policy initiatives that will have a direct impact on the teaching, learning and management in schools, including SEN reform. This article describes the new draft SEN Code of Practice. The 'graduated response' is a two-phased model. Phase 1 starts in the mainstream primary or secondary classroom and Phase 2 is largely similar to the first phase, but is more intensive, and more support and interventions are put into place along with more detailed assessment and monitoring of progress. The methods by which progress is measured, implications for teachers and the code's relationship to school-wide policies are also considered. (Edited publisher abstract)

Subject terms:
special educational needs, schools, school children, assessment, monitoring, policy, teachers;
Content type:
practice guidance
Location(s):
United Kingdom
Link:
Journal home page
ISSN print:
2041-0840

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