It is now 15 years since the signing of the 1998 Belfast (or "Good Friday") Peace Agreement which committed all participants to exclusively democratic and peaceful means of resolving differences, and towards a shared and inclusive society defined by the principles of respect for diversity, equality and the interdependence of people. In…

This article, by Sheila Riddell and Elisabet Weedon of the Centre for Research in Education Inclusion and Diversity, University of Edinburgh, analyses recent policy developments and outcomes in the field of additional support needs in Scotland in the context of devolution and austerity, drawing on a critical analysis of policy and administrative…

This article, by Brahm Norwich of the Graduate School of Education, University of Exeter, sets the recent legislative changes in the special education system in England, the Children and Families Act (2014), in the context of wider changes in the school system, such as changes in curriculum-assessment, the governance of schools and inspection…

This article, by Jean Ware of Bangor University School of Education, examines policy developments in education in Wales since devolution, and their implications for inclusive and special education. This is set in the context of the demographics of Wales, which, it is argued, have a significant influence on policy and on the nature of educational…

The year 2014 marks an important milestone for the SENCo role. It is the 20-year anniversary of the requirement for schools to have a named person as lead for special educational needs. This article, by Catherine Tissot from the University of Reading, explores the vision of the role as seen in Government guidance and documents and compares this…

Because of established links with attainment, the UK government has, over the last ten years, developed policies to improve school attendance. Legislation now makes school attendance a parental responsibility. In the small-scale study reported in this article, Anne Sheppard, manager of an Education Welfare Service Team in North Yorkshire,…

The Education (Disability Strategies and Pupils' Educational Records) (Scotland) Act 2002 requires local authorities to prepare and implement an accessibility strategy to improve access to education for young people with disabilities. In this article, Dr. Richard Woolfson, Principal Psychologist, Michael Harker, Depute Principal Psychologist,…

Guidance and legislation in the UK suggest that it is becoming increasingly important to listen to the voices of pupils, to acknowledge their rights and to consult and collaborate with them in the development of personalised approaches to their education. In this article, Jackie Ravet, lecturer in inclusive practice at the University of Aberdeen,…

This article explores key differences between special education legislation in England and Scotland and their implications for delivering consistent anti-discrimination policies. It is argued that close monitoring of the implementation of Part 4 of the Disability Discrimination Act in English and Scottish schools is necessary. (Contains…

This article addresses issues raised by the British Audit Commission's report on statutory assessment and Statements of Special Educational Needs (SEN). Questions are raised concerning ideas of "special educational needs,""areas of need," and "categories of handicap"; fair distribution of SEN funding; relationships between assessments and SEN…

This brief article reviews legislative developments concerning students with special educational needs (SEN) in Northern Island, Scotland, and Wales. It notes plans to end the age 11+ academic selection process (Northern Island), establish a Special Educational Needs Forum (Scotland) and implement a Welsh SEN Code of Practice (Wales). (DB)

A study involving 201 managers of speech and language therapy (SLT) services in England examined the use of Standards Fund money for SLT. Results indicate limited improvement in funding for SLT, however, the sum reaching SLT is 2.4 million pounds, which represents one-quarter of the target figure of 10 million. (Contains 9 references.) (Author/CR)

A survey of 26 secondary school special educational needs coordinators found that 21 felt that instead of writing Individual Education Plans (IEPs), it would be more efficient to describe flexible systems that were in place. Twenty-four believed time spent writing and administering the IEP would be better spent on direct pupil support. (Contains…

This article addresses curriculum development for students with severe, profound, and multiple learning difficulties in the context of British National Curriculum requirements. It suggests that practitioners have recognized the dangers of "complementary curricula" but are using the concept of "subjects as contexts of experience" to address…

Considers the implications of Section 550A of the 1996 Education Act in the United Kingdom concerning the use of physical restraint and reasonable force in schools. Addresses confusion over permissible forms of control and the need for staff training for effective implementation. (DB)