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ERIC Number: EJ954382
Record Type: Journal
Publication Date: 2012-Jan
Pages: 9
Abstractor: As Provided
Reference Count: 70
ISBN: N/A
ISSN: ISSN-1471-3802
Additional Learning Needs Policy in the Devolved Polities of the UK: A Systems Perspective
Chaney, Paul
Journal of Research in Special Educational Needs, v12 n1 p28-36 Jan 2012
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom