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As the revised Code of Practice is introduced, Jean Gross reminds us of some of the problems inherent in the model of individual-child planning which it retains. She suggests ways in which schools might - while still staying within the prescribed framework - reduce the burden of bureaucracy and develop systems which will more effectively target and deliver progress for children with special educational needs. [ABSTRACT FROM AUTHOR]

Opportunities for children to be involved in the decisions made about them is a part of current statutory educational legislation. Person‐centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements. However, there is a dearth of research into its application within education. The paper describes a systematic literature review of current research into PCP within education for pupils with SEMH and the associated outcomes. PCP appears to be an effective way of engaging children, young people and their families but research within education is currently limited and methodologically weak. More rigorous research is needed into PCP and its effectiveness and should include the use of standardised and/or observable measures, more varied ranges of contexts and participants, and longitudinal and child‐led designs. [ABSTRACT FROM AUTHOR]

The Equals Formal Curriculum English Scheme of Work has been designed for that very small percentage of the school population, perhaps as low as one or two per cent, who have global learning difficulties (GLD) to such a degree that they are consistently working at levels significantly below their age‐related peers for all of their academic lives. The term GLD includes all those in England currently ascribed as having severe learning difficulties (SLD) and many if not most, currently ascribed as having moderate learning difficulties (MLD). Evidence of the difficulties faced by such pupils will become increasingly obvious beyond Year 1 at age 6, because the difficulties are global rather than specific. That is, they are likely to affect all learning, but will be particularly apparent in numeracy and literacy. This paper, the first of two, seeks to clarify why reading and writing are so extraordinarily difficult for this population and posits that the answers lie in challenging perceived wisdoms within the education system's predilections towards (i) regarding phonics as the only solution to reading difficulties (ii) persisting over time (and in the face of evidence to the contrary) with the view that children, young people and adults with GLD can make sufficient progress within phonics teaching and (iii) the use of differentiation of a standardised national curriculum model as being a sufficient answer to global learning difficulties. Clearly the main language used in England is English, but the principles and ideas outlined in this paper should apply in any language which uses a phonic structure when teaching language. [ABSTRACT FROM AUTHOR]

This article discusses how one special school for pupils with moderate‐learning difficulties reflects themes in the literature on pupil motivation. It aims to highlight good practice and is based on reflections from prolonged working with the school as an advisory teacher, illustrated with teacher, pupil and parent comments from Y6 Education Health Care Plans and Y7 annual review documents (n = 23) and from OFSTED reports. It beings by exploring the origins and influences on pupil motivation, identifying the differences between intrinsic and extrinsic motivation and examining motivational traits and attributions within individuals. It then discusses the motivational influences of the social and learning contexts of the school: organisation, curriculum and pedagogy, and goals and rewards. Throughout, school‐specific observations are related to and discussed alongside themes in the literature. Motivation is commonly defined in quantitative terms that describe the intensity, direction and duration of behaviour and effort. It is the qualitative aspects of how motivation is aroused and maintained that are germane to this paper. [ABSTRACT FROM AUTHOR]

This paper reports research commissioned by an English City Council. Its aim was to gather data to identify and prioritise the council's efforts to develop, co‐ordinate and monitor services and support for young people with SEND in the city as they move into their adult lives. This included the four areas identified by the English government in the SEND Code of Practice, these being: employment, community inclusion, health and independent living. The study used qualitative and quantitative research methods including semi‐structured interviews and questionnaires to investigate the experiences of students, teachers, National Health Service staff and social workers in identifying processes and structures that support or hinder the transition process as children prepare for adulthood. As such the study gathered generic data to indicate the expectations, needs, aspirations and views of young persons between the ages of 14 and 22 with regards to employment, education, community inclusion and health. An interpretation of data from the research illustrated the effectiveness of the support structures that are in place to help with planning and delivery of the strategic direction for services supporting children and young people with SEND as they become adults. [ABSTRACT FROM AUTHOR]

This paper examines the perceptions of staff within a university in the UK, of the role of teaching assistants and centrally located disability services. Staff were generally positive about support available although when communication had broken down this led to a lack of trust with centrally organised support. Staff were happy for support staff to be available within the classroom although this role was misunderstood. At times tensions arose around adjustments to classroom practices which were recommended by centrally located staff. Paradoxically, centrally organised support may have acted as a barrier to more inclusive teaching practice: whilst teaching staff often disagreed with recommendations for adjustments to teaching practice made by central staff they were nonetheless reluctant to take on the role of acting as the expert in these situations. Implications for practice and service delivery are discussed alongside suggestions for future research. [ABSTRACT FROM AUTHOR]

The SEN Green Paper and OFSTED have raised concerns about both variability in, and apparent over-identification of, SEN. This article draws on the authors' research into teachers' experiences of identification of SEN. Findings, along with critical exploration of the current 2001 SEN Code of Practice guidance and proposals for reform outlined in the 2011 SEN Green Paper, suggest that an overemphasis on trying to secure consistency is misconstrued as a route to securing improved outcomes for pupils with special educational needs. The identification of SEN in schools requires assessing the dynamic interaction between the pupil's unique learning characteristics, the class group learning environment and the demands of meeting prescribed curricular learning outcomes. Such acknowledgement renders variability in SEN identification rates between schools as an expected consequence of local responsive planning and provision, rather than an anomaly to be eliminated. [ABSTRACT FROM AUTHOR]

This paper reports findings from a research project which developed and introduced the Enhanced Learning Support Assistant Programme ( ELSAP). This was a source of professional development for learning support assistants who were supporting students with additional learning needs in a college for further education in England. The purpose of this paper is to share findings from the project and to report on how learning support assistants experienced their work in inclusive college classrooms. The research project was a mixed methods study with participants drawn from learning support assistants within one college for further education in England. Data was collected throughout the 14-week intervention. Findings indicate that issues exist around the uniqueness of the vocational curriculum and the implications this has for classroom support. It also shows how conflicting classroom procedures can generate feelings of confusion and how learning support workers often feel lonely in their role with no natural opportunity to mix with others. Furthermore, it indicates how a general lack of knowledge about teaching and learning contribute to them experiencing difficulty when performing their role which feed their views that a college for further education can be a complex and hostile environment to work in. [ABSTRACT FROM AUTHOR]

The government's Green Paper is promising a revision of the Code of Practice in four years' time. The authors of this article have evaluated the impact of the Code, concentrating on three user groups, LEA staff, school staff and parents. The investigation encompasses fifteen local authorities. This is a substantial investigation which concludes that overall the Code has been well received by its users. However, there are identifiable areas that will need some modification. [ABSTRACT FROM AUTHOR]

In this paper we examine different aspects of the inclusion debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the inclusion agenda over the last decade: should effective inclusion be considered only as placement in mainstream school settings, or can one consider inclusion in a specialist placement as successful? Research studies examining the views of children, parents and teaching staff are also discussed. Consideration is given as to whether a 'universalist' view of inclusion (in which special schools should not be offered) is one that is feasible and desirable. The key arguments highlighted include those relating to 'quality' in education, academic and social inclusion, human rights, parental choice and teachers' attitudes and skills. The role of some professional groups in supporting inclusion, such as educational psychologists ( EPs) and Special Educational Needs Coordinators ( SENCos), is also examined. [ABSTRACT FROM AUTHOR]

Those who work in education strive to create more inclusive environments in school but are often stymied in their efforts by challenges coming from many and varied directions. Politicians, for example, exhort us to be more inclusive but create conditions that encourage separation and exclusion, and inclusive education's history in special education means that the default response of the system around special education is to diagnose, treat and manage separately. That legacy continues to have its effects. Looking both at the history of the management of 'special needs' and at the continuing rise in numbers of marginalised, separated and excluded youngsters, we suggest that some fundamental shifts are necessary in the way that we think about and research into difficulty at school if we are to move beyond Groundhog Day. [ABSTRACT FROM AUTHOR]

In July 2006, the House of Commons Education and Skills Committee reported on Special Educational Needs. The report expressed concern over the Government's policy on SEN, especially as it relates to inclusion and to the confusion this has created for special schools. In this article I shall attempt to tease out what I believe to be the government's policy on special schools, drawing on the 2004 report Removing Barriers to Achievement: the Government's Strategy for SEN and other related documents. From an analysis of the texts and drawing on my own lengthy experience working in special schools, I believe two central themes emerge for the role of special schools: (a) that of providing schooling for pupils with the most severe and complex SEN; and (b) using their expertise to provide outreach support to mainstream schools for pupils with SEN. The writer is currently following an EdD course of study at the Institute of Education, University of London and this article draws on an assignment he prepared on Contemporary Policy. [ABSTRACT FROM AUTHOR]

In this article, David Gillborn considers the next round of educational reforms. His cogently argued analysis provides a timely reminder of the extent to which contemporary British education is institutionally racist. Unless, as he urges us, we examine the effects of actions and policies and not merely their intent, the future for inclusion looks bleak. In this context readers will find his critique of ‘tiering’ to be particularly apt. [ABSTRACT FROM AUTHOR]

Michael Farrell continues our ongoing debate into the roles of special educational needs co-ordinators. He reviews the literature, research and legislation to date and concludes there are now massive expectations from a wide variety of sources. However, he notes encouraging signs that indicate a more manageable role is in the offing. [ABSTRACT FROM AUTHOR]

Peter Pumfrey continues a discussion, previously aired in this journal, about provision for dyslexic students in higher education. He argues that it is time we moved towards a more coherent national policy to support talented disabled students including those who are dyslexic. However, he has doubts as to whether this can be sufficiently funded given the pressure on university budgets. [ABSTRACT FROM AUTHOR]

While transition from primary to secondary school is an exhaustively researched area, there is limited research into how the ideas and insights of children, particularly those with Special Educational Needs (SEN), could inform or guide successful school transition planning. The current article presents the final stage of an action research project in which a transition intervention was designed by students in collaboration with their schools and educational psychology services. The intervention, 'My New School', was initially piloted in an inner‐city primary school in England (see Bunn, Davis and Speed 2017) and since has developed into a working tool for several other schools. Children's views, alongside those of school staff, were used to inform the final design of 'My New School' intervention. The article explores findings from analysing the participating children and school staff, alongside relevant literature, and final discussions and implications for practice conclude. [ABSTRACT FROM AUTHOR]

This article explores the process by which children attending mainstream UK primary schools can achieve social inclusion. It presents the findings from a systematic literature review, followed by empirical research, exploring the concept of social inclusion with particular regard to the experiences of pupils identified with SEND. The article draws upon research conducted for the author's doctoral study, which explored management of the role of Teaching Assistants on the social inclusion of pupils identified with SEND in mainstream primary schools. Reviewing relevant literature has informed the presentation of two researcher‐ devised models, tentatively depicting the process of social inclusion for pupils identified with SEND in mainstream primary communities, as 'fuzzy generalizations', to inform future research. Firstly, an 'ideal' model of social inclusion is presented, highlighting the likely process by which pupils may achieve the end goal of social inclusion: participation. Secondly, a 'current' model of social inclusion is presented, which draws upon the empirical research conducted in three mainstream primary contexts for the author's doctoral study. The two models highlight the frequent disparity between the 'ideal' goal of social inclusion and the current outcome of the process of social inclusion for many pupils identified with SEND in mainstream primary contexts. [ABSTRACT FROM AUTHOR]

The benefits of grammar instruction in the teaching of writing is contested in most English‐speaking countries (Jones et al., 2012). The majority of Anglophone countries abandoned the teaching of grammar in the 1950s based on the conclusions that it had no positive impact on learners’ development of reading, writing and language (Locke, 2005). Through an action research design, this study aims at gaining a further understanding of how the explicit teaching of grammar in context can benefit learners with persistent literacy difficulties by adapting the Grammar for Writing materials (Myhill, 2013). It intends to improve educational practice (Koshy, 2010) through action, analysis and reflection. [ABSTRACT FROM AUTHOR]

This article discusses the process and results of a junior school initiative from a local authority in the East of England, to ensure that vulnerable pupils in the school experience a successful transition to high school. The resulting project is the consequence of an inter-organisational collaboration between the junior school, a secondary school and the local educational psychology service. The transition intervention, which is the first product of this project, was borne from the ideas of year 7 students with special educational needs, which were analysed and presented visually into a transition booklet, later used in the intervention with year 6 pupils. At the end of the intervention, the year 6 pupils provided feedback, which informed first changes in the intervention. Overall, the intervention was successful and because of the interest drawn, it was decided to extend the initiative to other schools with year 6 pupils. [ABSTRACT FROM AUTHOR]

The author reflects on the policy achievement of the New Labour administration in Great Britain during the last 12 years with respect to special education. According to the author, despite usual debates and controversies, the government has made a spirited attempt at tackling some problems in this field. Efforts include the announcement of A Programme of Action in 1998, which set out plans in five broad areas of special education needs activity.

The study outlined here was an attempt to examine the use of 'Circle of Friends' as a single intervention approach in addressing the issue of inappropriate social interactions in a child with Asperger Syndrome. The child selected was in a mainstream setting, as the main feature of a circle of friends is peers supporting peers. The child was involved in the selection of peers for the development of the circle of friends and it was hoped the approach would challenge children's attitudes in relation to the child with Asperger Syndrome and also improve social understanding for the focus child. The results clearly indicated that the intervention had been successful in reducing the stigma around 'difference' for the focus child and it was clearly evident that the 'circle of friends' approach had provided a much needed network of social support in a mainstream school. The conclusion highlighted that the focus child was able to understand far more easily the 'hidden curriculum' that neuro-typical children find so easy to decipher. [ABSTRACT FROM AUTHOR]

Early intervention is key for children with special educational needs or disabilities ( SEND), and therefore early assessment is crucial. Information from parents about children's current ability and their developmental history can make valid and useful contributions to developmental assessments. Parental input is also important in early education for children with and without SEND. In England, recent changes to statutory guidance for early education highlight partnership working with parents, progress checks and continuous observation. The Early Years Developmental Journal ( EYDJ), an Early Support tool primarily aimed at families, aims to support early identification and assessment for children with SEND and early education for all children. The article describes Early Support to provide a backdrop and then outlines the purpose, structure and rigorous development process of the EYDJ. Use of the EYDJ to support parents, early years education practitioners, health visitors, developmental assessments and the forthcoming English special educational needs ( SEN) reforms is also described. [ABSTRACT FROM AUTHOR]

This article is based on two key findings of doctoral research into the impact that Special Educational Needs Coordinators ( SENCos) in England have on teachers' skills when addressing the needs of children with SEN in mainstream primary schools. I use data from questionnaires and interviews with SENCos, teachers and headteachers to argue that key indicators for successful teaching of children with SEN include SENCos skilling teachers in their roles as 'agents of change' in relation to SENCos' views of their teaching colleagues, as well as the evolving nature of their own professional identity. [ABSTRACT FROM AUTHOR]

Giving parents a choice with regard to their children's education has been central to the political discourse of school reform at least since the 1988 Education Reform Act ( ERA). With regard to children with a Statement of special educational needs ( SSEN), a plethora of policies and laws have given parents the right not only to choose a school, but also to appeal to decisions in the best interest of their children. Yet, despite the discourse of school choice, the implementation and practice of such reforms is neither assured nor simple. Participants in this study indicated that they have little choice of suitable provision and are having to compromise either the academic or the social aspects of their child's schooling. This article argues that for many parents whose children have a Statement of SEN, the choice of a school is often a dilemma, as 'nowhere seems to fit'. [ABSTRACT FROM AUTHOR]

This study is a life history account of Bev, a special educational needs co-ordinator who works in a primary school in England. The research examines how, within Bev's experiences, the discourses of integration and inclusion have affected learners with special educational needs. Additionally, the study examines the impact of the 'performativity' agenda on a mainstream school with a high proportion of learners with special educational needs. The account illustrates how, in Bev's experiences, inclusion operates within a powerful othering framework which marginalises children with special educational needs and their teachers. Additionally, the account raises questions about the risks of choosing to work in schools with high proportions of children with special educational needs within a discourse of performativity. It raises questions about whether the inclusion agenda has resulted in limited forms of inclusion and whether it was easier to meet children's holistic needs under the integration agenda. [ABSTRACT FROM AUTHOR]

This article illustrates, through the story of one mainstream primary school, the tensions between the inclusion agenda and the standards agenda. The school is situated in an area of social deprivation and nearly half of the school population have been identified as having special educational needs. The story presented in this article illustrates powerfully the inherent injustice of the performative culture which pervades education and the effects of this discourse for children with special educational needs and their teachers. I argue that a policy change is needed to create a more equitable education system and that, in the absence of such a change, schools such as the one presented here will risk being categorised as failing schools. This will have disastrous consequences for the teachers' careers, children's self-concepts and the inclusion agenda itself. [ABSTRACT FROM AUTHOR]

This article reports findings from a research project which developed and introduced the Enhanced Learning Support Assistant Programme (ELSAP) as a source of professional development for learning support assistants who were supporting students with additional learning needs in a college of further education in England. The purpose of this article is to share findings from the project and to highlight the benefits experienced when learning support assistants can participate in professional development activity. The research project was a mixed methods study with participants drawn from learning support assistants within one college of further education in England. Data were collected throughout the 14-week intervention. Findings indicate that the programme had a positive effect on participants' confidence, sense of professional identify and of being valued, as well as improving their ability to perform their role. [ABSTRACT FROM AUTHOR]

This article looks at issues relating to special educational needs (SEN) in Great Britain. SEN and social inclusion have been established by interprofessional activity, interdisciplinary enquiry and collaborative actions at classroom or work-place levels. In 2007, the position for stakeholders in the field of SEN and social inclusion is different. The reorganization of the British Department for Education and Skills (DfES) by Gordon Brown was a final indication of a growing policy maturity.

The 2001 Code of Practice for Special Educational Needs ( DfES, 2001 ) explicitly states that students with IEPs should have an active role in the writing and implementing of them. A research project was conducted in which 19 Year 8 students in three schools were interviewed, with the findings cross-referenced against an examination of their individual education plans (IEPs) and interviews with the SENCos. Very few students were able to communicate a clear understanding of IEPs. Students' stated targets mostly reflected mainstream target-setting: very few stated targets matched with those in their IEPs. Consistent with these findings is literature which argues that meaningfully involving students in the IEP process takes considerable time and effort, which would appear to imply that the number of students with IEPs in any one school must be limited. Against this are pressures, particularly from OFSTED but also from examination boards, to have IEPs available as evidence that students' needs are being met. The article concludes by suggesting that SENCos look to limit the number of IEPs issued, alongside a robust defence of the school's special educational needs policy within the school evaluation form to ensure that students' needs are met and also are seen to be met. [ABSTRACT FROM AUTHOR]

There has been lively and continuing interest worldwide about how best to ensure that all children, and, in particular, children with special needs or disabilities, have their views heard. In the UK, successive legislation across children's services has made this increasingly important. Children's views are even a part of the formal evaluation of many services (such as reviews and inspections of peripatetic support services in education). Making such processes ‘real’ rather than token requires that we find effective ways through which all children can share what they feel about their schools, services and provision. This article describes a technique using a small number of card pictures (eight) to prompt ideas about key elements of a narrative. We suggest that this approach, which has been tried and tested in depth in a local authority (as well as in various research projects), has considerable application in teaching and assessment with diverse children and young people across various contexts. We include examples to illustrate the versatility and value of the approach for schools and other services. [ABSTRACT FROM AUTHOR]

UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two-year case study in a UK university. [ABSTRACT FROM AUTHOR]

In the first of our three articles focusing on the role of support staff, Andrew Howes considers some of the implications for the deployment of support staff of Raising Standards and Tackling Workload: a National Agreement. He considers that the wider impact of this proposed deployment has been insufficiently explored in the Agreement. Here he reviews the literature to establish what is known about the impact of support staff in mainstream schools and what the possible outcomes might be if professional roles are reworked in the ways proposed. [ABSTRACT FROM AUTHOR]

Traces the development of provision for able pupils in maintained schools and the agenda for Excellence in Cities schools in Great Britain. History of provision for able and talented children in the country; Dilemmas and challenges for gifted and talented provision in urban secondary schools; Indications of studies of successful urban schools.

In this article Judith Watson suggests that social constructivist approaches to learning hold special promise for the education of pupils with learning difficulties. Investigations of effective teaching and learning support the application of social constructivist theoretical frameworks. Following a description of the roots and principles of these, some practical examples conclude the discussion. [ABSTRACT FROM AUTHOR]

Focuses on a study which examined a collaborative working arrangement in a mainstream school between health and educational personnel in Great Britain. Emphasis on multi-disciplinary approaches involving children in nursery and reception classes with special educational needs; Background on the inclusion of children in mainstream schools since 1981; Benefits of working within a collaborative framework in the school setting.

The Special Educational Needs Tribunal is now a permanent feature in the processing of appeals of parents against local authority decisions about their child. The National Foundation for Educational Research (NFER) was commissioned to look into the operation of such tribunals. Here Jennifer Evans describes the outcomes of that investigation, examining both the positive and negative aspects of decisions. The full report, Getting It Right: LEAs and the Special Educational Needs Tribunals, can be obtained from the Dissemination Unit, NFER, The Mere, Upton Park, Slough SL1 2DQ, price £6.00. [ABSTRACT FROM AUTHOR]

David Johnstone and Cliff Warwick review policies for inclusion and illustrate with examples from Europe and the United Kingdom. They provide some 'action points' for local authorities and argue that learning support reaches beyond the simple confines of school placement and deep into the community. [ABSTRACT FROM AUTHOR]

Susan Hart makes some suggestions for revising the Code of Practice in order to place more emphasis upon developments in teaching and learning in the classroom. She describes the outcomes of partnership work between mainstream teachers and Section 11 teachers designed to support bilingual children whose learning is giving cause for concern. This illustrates the advantage of a more fluid, flexible approach to support through a reflective, responsive type of pedagogy. [ABSTRACT FROM AUTHOR]

The author comments on the document titled "A New Relationship With Schools: Next Steps," from the Great Britain Department of Education and Skills (DfES). He states that the document comprises of 6 chapters that deal with an aspect of school operations in relation to students with special needs. He observes the discrepancies in ground-level practice and the aspirations and dreams of politicians, civil servants and other gatekeepers.