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Additional learning needs policy in the devolved polities of the UK: a systems perspective

Chaney, Paul 2012. Additional learning needs policy in the devolved polities of the UK: a systems perspective. Journal of Research in Special Educational Needs 12 (1) , pp. 28-36. 10.1111/j.1471-3802.2011.01207.x

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Abstract

Using a systems approach, this paper explores the impact of devolution on additional learning needs (ALN) policy in compulsory phase education. Focus is placed on ALN/SEN Codes of Practice, the schools curriculum, teacher training, and the work of education inspectorates and tribunals. Analysis reveals that the move to quasi-federalism in the UK has led to a raft of territorially specific policies and resulted in contrasting legal rights for pupils and parents. The prevailing policy discourse is one of equality, inclusion and informed choice. Against this background, and with a number of reforms ongoing, there is evidence of progress in embedding measures to address ALN in the respective education systems. Notwithstanding this, analysis of the first decade of devolved policy and practice also reveals a number of shortcomings and challenges, including limitations in data-gathering and staff training – as well as questions about the level of cohesion between the three elements of education provision identified by systems analysis.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Subjects: H Social Sciences > HT Communities. Classes. Races
J Political Science > JS Local government Municipal government
L Education > LC Special aspects of education
Uncontrolled Keywords: Additional learning needs; schools; devolution; policy; law
Publisher: Wiley-Blackwell
ISSN: 1471-3802
Last Modified: 04 Jun 2017 04:32
URI: http://orca.cf.ac.uk/id/eprint/40588

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