Trends in SEN identification: contexts, causes and consequences
Latest policy paper is available on this website
It is based on a recent policy seminar which addressed these questions: i. Are there shifts from an interactive to within-child model of identification? And if so, what are the factors that are contributing to this, ii. What are the changing relationships between parents, schools and LAs and their influence on identification practice? And iii. What kind of identification and assessment framework do we need for the future?
There are some very interesting positions taken by the 3 presents, Jo Hutchinson, Sami Timimi and Neil McKay with a summary of group discussion themes.
Review of policy in special needs and inclusive education since the 1990s
This review of policy aims to provide a unique overview of key themes and trends in SEN policy and practice since the early 1990s. In doing so it will illustrate the policy analyses, deliberations and recommendations of the SEN Policy Research Forum over a period in which there have been major changes in legislation and practice. It is intended that the review acts as a policy record of the analysis and recommendations of key contributors to the field.
There are 7 sections, of which 5 will be about some of the key themes covered by policy papers:
1. Special schools and settings.
2. Markets and Governance.
3. Accountability.
4. Exclusions.
5. Teacher Education.
You can download the review paper in the policy paper section.
