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RIDDELL, Sheila

Parents, professionals and special educational needs policy frameworks in England and Scotland - 2002

The research reported in this article investigates the extent to which parents of children with special educational needs (SEN) were involved in the process of assessment and recording (Scotland) or statemetnting (England) as active citizens, or whether they continued to occupy the passive role of service client. This article analyses competing SEN policy frameworks in England and Scotland, and explores the position of parents and professionals. We conclude that, while the English system allows active citizens. Conversely, while Scottish parents have fewer opportunities to engage actively with the process, some parents are able to take in active role. While national systems differ in terms of the policy frameworks they reflect, there is considerable leeway for parents and professionals to reinforce or undermine the broad thrust of centralised policy


Justiça Processual
Necessidades Educativas Especiais
Pais
Cidadania

Escola Nacional de Administração Pública

Escola Nacional de Administração Pública

Endereço:

  • Biblioteca Graciliano Ramos
  • Funcionamento: segunda a sexta-feira, das 9h às 19h
  • +55 61 2020-3139 / biblioteca@enap.gov.br
  • SPO Área Especial 2-A
  • CEP 70610-900 - Brasília/DF
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