Parents, professionals and special educational needs policy frameworks in England and Scotland
By: RIDDELL, Sheila
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Contributor(s): WILSON, Alastair | ADLER, Michael | MORDAUNT, Enid.
Material type: 
ArticlePublisher: 2002Subject(s): Justiça Processual | Necessidades Educativas Especiais | Pais | CidadaniaPolicy & Politics 30, 3, p. 411-425Abstract: 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
| Item type | Current location | Collection | Call number | Status | Date due | Barcode |
|---|---|---|---|---|---|---|
| Periódico | Biblioteca Graciliano Ramos | Periódico | Not for loan |
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
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