Special Educational Needs

Abstract

This article raises issues relating to the local administration of special educational needs in Northern Ireland. It considers whether the administration of education services by quango, as is the case in Northern Ireland, has implications for the successful implementation and working of the Code of Practice for Children with Special Educational Needs implemented in 1998. Much of the research on the code in England points to the central coordinating role of democratically elected local authorities. It suggests that they are best placed to offer strategic leadership to schools and to act as advocates for young people and parents. The article examines the difficulties that arise in a political and administrative system that has lacked this democratic accountability. It concludes by highlighting the need for more detailed research on the issues raised and proposes a programme for future work.