NEW PUBLICATION: "Professionals’ views on the new policy for special educational needs in Engla
We are delighted to share with you our new article on "Professionals’ views on the new policy for special educational needs in England: ideology versus implementation" that has been published in the European Journal of Special Needs Education.
In the following section, please find a brief summary of our reseacrh article:
Abstract
In 2014 a new policy for special educational needs and disability (SEND) provision was introduced in England. As it has been the case in countries where SEND reforms were introduced, these changes raised challenges and opportunities for the professionals supporting children with SEND. However, to date, little systematic and large-scale evidence has been made available on how professionals perceive these changes. In this study, the views of 349 professionals were ascertained using a semi-structured online survey. The results revealed that although many professionals agreed in principle with some of the key changes introduced, several constraints were reported including tight timelines, budget cuts, and difficulties in the collaboration between education, health and care, suggesting a rather fragmented implementation of the new policy. No significant differences were found between groups of professionals for most items, however educational psychologists and special needs co-ordinators disagree on the extension of the provision age range, on how well the children’s needs are described in the education, health and care plans, and on the professional requirements of this process. The findings are discussed in light of their implications for meeting children’s needs and in comparison with other policy changes worldwide.
To access the article, please follow the link:
https://www.tandfonline.com/doi/full/10.1080/08856257.2018.1451310
Citation: Olympia Palikara, Susana Castro, Carolina Gaona & Vasiliki Eirinaki (2018) Professionals’ views on the new policy for special educational needs in England: ideology versus implementation, European Journal of Special Needs Education, DOI: 10.1080/08856257.2018.1451310
