ERIC Number: EJ1454308
Record Type: Journal
Publication Date: 2024-Dec
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0952-3383
EISSN: EISSN-1467-8578
Understanding Special Educational Needs and Disabilities Assessment and Review Team Experiences to Improve and Inform Special Educational Needs and Disabilities Systems in England
Tracy Laverick; Richard Baron
British Journal of Special Education, v51 n4 p479-490 2024
The Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan has been published for England and includes a recommendation for SEND Assessment and Review Teams guidance. These teams co-ordinate and monitor the statutory Education, Health and Care Plans detailing the needs and provision for children with SEND, but their views on this responsibility are absent from the literature and are essential to inform the proposed guidance. This study gathered the views of 58 SEND officers within a region. They completed an online survey with a mixture of both qualitative and quantitative items. SEND officers wish to work collaboratively with families but struggled with the capacity to be able to do this. Increasing numbers of assessment requests, reported experiences of abusive interactions and lack of clarity in their role contributed to the high turnover of SEND officers. They predominantly receive 'on the job' training for their role, contributing to inconsistencies both within and between local authorities. The study concludes by sharing the recommendations from the SEND officers on the improvements needed to support these teams and in turn provide a supportive and responsive service for families.
Descriptors: Foreign Countries, Students with Disabilities, Special Needs Students, Special Education, Educational Diagnosis, Student Evaluation, Administrator Attitudes, Disability Identification, On the Job Training, Reliability
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A