Abstract
This paper outlines current legislation and Code of Practice on the
identification, assessment and special provision for children with special
educational needs in England and Wales. It then highlights the proposals
for changes presented in the consultation documents for new legislation
and a revised Code of Practice. Changes include simplifying the process of
identification and assessment, a greater emphasis on early identification,
intervention and integration in mainstream schools, improving the training
of teachers and learning support assistants, giving a voice to children
themselves and a greater emphasis on collaborative partnership between
schools, local educational authorities and parents. The positive advances
and some concerns are discussed.
Publisher
Cambridge University Press (CUP)
Subject
Psychiatry and Mental health,Clinical Psychology,Developmental and Educational Psychology,Pediatrics, Perinatology, and Child Health
Cited by
3 articles.
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