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Perceived Responsibility for Developing and Maintaining Home-School Partnerships: The Experiences of Parents and Practitioners
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Broomhead, Karen E. – British Journal of Special Education, 2018
Encouraging partnerships between parents of children with special educational needs and disabilities (SEND) and educational practitioners is a key theme in educational policy in England. However, there are unanswered questions regarding whether parents and teachers are mutually responsible for developing and maintaining these partnerships, as well…
Descriptors: Foreign Countries, Special Education, Special Needs Students, Disabilities
'There Is Still a Long Way to Go to Be Solidly Marvellous': Professional Identities, Performativity and Responsibilisation Arising from the SEND Code of Practice 2015
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Hellawell, Beate – British Journal of Educational Studies, 2018
Special educational needs and disability (SEND) professionalism can be seen as a microcosm of the wider policy arena where traditional policy frameworks of professionalism and bureaucracy are challenged by frameworks of managerialism, consumerism and individual rights and where the neoliberal policy technologies of performativity and…
Descriptors: Professional Identity, Special Education, Special Needs Students, Inclusion
"I Will Be 'Fighting' Even More for Pupils with SEN": SENCOs' Role Predictions in the Changing English Policy Context
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Pearson, Sue; Mitchell, Rafael; Rapti, Maria – Journal of Research in Special Educational Needs, 2015
The Coalition Government's "Green Paper" (DfE 2011) proposes a systemic overhaul of services for pupils with special educational needs in England, with increased parental choice of provision and "sharper accountability" (p. 67) in schools. Deadlines for various stages of this reform have not been met, and its final nature…
Descriptors: Educational Change, Disabilities, Accountability, Parent Participation
Educational Accountability Tests, Social and Legal Inclusion Approaches to Discrimination for Students with Disability: A National Case Study from Australia
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Cumming, J. Joy; Dickson, Elizabeth – Assessment in Education: Principles, Policy & Practice, 2013
The UN Convention on the Rights of Persons with Disability promotes equal and full participation by children in education. Equity of educational access for all students, including students with disability, free from discrimination, is the first-stated national goal of Australian education. Australian federal disability discrimination law, the…
Descriptors: Foreign Countries, Accountability, Inclusion, Mainstreaming