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Direct linkBreyer, Caroline; Lederer, Julia; Gasteiger-Klicpera, Barbara – European Journal of Special Needs Education, 2021
This paper presents results of a comparative study about assistance services for supporting students with disabilities in regular schools in five European countries (Austria, Bulgaria, Portugal, Slovakia and the UK). Besides the analysis of relevant documents on assistance services, semi-structured interviews and focus groups with learning and…
Descriptors: Foreign Countries, Inclusion, Teaching Assistants, Qualifications
Done, Elizabeth J.; Murphy, Mike; Knowler, Helen – Journal of Education Policy, 2015
Recent changes to policy directives now require newly appointed Special Educational Needs Coordinators (SENCOs) in UK mainstream schools to be qualified teachers. Training and accreditation through a nationally approved postgraduate award is now mandatory. Concepts drawn from poststructuralist biopolitics and critiques of neoliberal educational…
Descriptors: Accreditation (Institutions), Special Needs Students, Action Research, Neoliberalism
Plant, Helen, Ed.; Ravenhall, Mark, Ed. – Learning and Work Institute, 2019
"Healthy, Wealthy and Wise: The Impact of Adult Learning across the UK" identifies a range of economic and social policy challenges confronting the four nations today and argues that adult learning can make an important contribution to addressing these and promoting a fairer and more inclusive society. Published in 2017, the report draws…
Descriptors: Foreign Countries, Adult Learning, Labor Force Development, Outcomes of Education
