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The integration of statemented children in mainstream schools: the experience of headteachers and parents
- Author:
- STONE Karen
- Publisher:
- University of East Anglia
- Publication year:
- 1991
- Pagination:
- 41p.,bibliog.
- Place of publication:
- Norwich
Examines the experiences of parents, the views of head teachers and policy and practice in Birmingham and discusses the radical changes necessary for successful integration.
Special educational needs: a mainstream issue
- Author:
- AUDIT COMMISSION
- Publisher:
- Audit Commission
- Publication year:
- 2002
- Pagination:
- 64p.,tables.
- Place of publication:
- London
One in five children in England and Wales are considered by their school to have special educational needs (SEN). Despite the significant numbers involved, they have remained low profile in education policymaking and public awareness. National targets and performance tables fail to reflect schools’ work with them and a lack of systematic monitoring by schools and local education authorities (LEAs) means that poor practice may go unchallenged. Schools have struggled to balance pressures to raise standards of attainment and become more inclusive. This has been reflected in a reluctance to admit and a readiness to exclude some children, particularly those with behavioural difficulties. The existence of separate structures and processes for children with SEN may have allowed their needs to be seen as somehow different even peripheral to the core concerns of our system of education.
Special educational needs: a mainstream issue
- Author:
- AUDIT COMMISSION
- Publisher:
- Audit Commission
- Publication year:
- 2002
- Pagination:
- 4p.
- Place of publication:
- London
One in five children in England and Wales are considered by their school to have special educational needs (SEN). Despite the significant numbers involved, they have remained low profile in education policymaking and public awareness. National targets and performance tables fail to reflect schools’ work with them and a lack of systematic monitoring by schools and local education authorities (LEAs) means that poor practice may go unchallenged. Schools have struggled to balance pressures to raise standards of attainment and become more inclusive. This has been reflected in a reluctance to admit and a readiness to exclude some children, particularly those with behavioural difficulties. The existence of separate structures and processes for children with SEN may have allowed their needs to be seen as somehow different even peripheral to the core concerns of our system of education.
Parent partnership services for special educational needs: celebrations and challenges
- Editor:
- WOLFENDALE Sheila
- Publisher:
- David Fulton
- Publication year:
- 2002
- Pagination:
- 148p.,bibliog.
- Place of publication:
- London
This book gives an understanding of the growth and operation of special educational needs parent partnership services (PPSs). The book provides information on the latest special needs and disability rights legislation, descriptions of good practice, case studies from practitioners, and guidance on giving and receiving training especially for independent parental supporters.
Special educational provision in the context of inclusion: policy and practice for schools
- Editor:
- WEARMOUTH Janice
- Publisher:
- David Fulton
- Publication year:
- 2001
- Pagination:
- 322p.,bibliog.
- Place of publication:
- London
This book traces the development of special educational provision and goes on to examine some of the key issues relevant to professionals currently working in the field. It looks at the recent drive towards inclusion and the impact that this has for schools. It also illustrates how one local education authority has tried to promote a policy of inclusion in its schools.
Code of practice on the identification and assessment of special educational needs
- Author:
- GREAT BRITAIN. Department for Employment and Skills
- Publisher:
- GREAT BRITAIN. Department of Employment and Skills
- Publication year:
- 2001
- Pagination:
- 134p.
- Place of publication:
- London
The 1993 Education Act requires the Secretary of State to issue a code of practice giving practical guidance to local education authorities and the governing bodies of all maintained schools on their responsibilities towards all children with special educational needs. The code seeks to help schools and local authorities obtain best value from the considerable financial resources and expertise they devote to the education of children with special educational needs to those with serious learning difficulties.