'Go forth and coordinate!' What special needs coordinators think about the Code of Practice

School Leadership and Management

Volumn 16, Issue 2, 1996, Pages 179-186

  Garner, Philip ^a  

^a BRUNEL UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 1842653795     PISSN: 13632434     EISSN: None     Source Type: Journal    
DOI: 10.1080/0260136960160205     Document Type: Article

References (13)

1. Ainscow, M. (1995) Education for all: making it happen, keynote address to the. International Special Education Congress, Birmingham
2. (1994) Code of Practice on the Identification and Assessment of Special Educational Needs, DfE, London
3. (1978) Special Educational Needs: report of the committee of enquiry into the education of handicapped children and young people, HMSO, London
4. (1981) Education Act 1981, HMSO, London
5. Dyer, C. (1995) The Code of Practice through LEA eyes. British Journal of Special Education, 22, pp. 48-51.
6. Dyson, A. (1991) Rethinking roles, redefining concepts: special needs teachers in mainstream schools. Support for Learning, 6, pp. 51-60.
7. (1993) Rethinking Special Needs in Mainstream Schools, David Fulton Publishers, London
8. Garner, P. (1995) Sense or nonsense? Dilemmas in the SEN Code of Practice. Support for Learning, 10, pp. 3-7.
9. Hornby, G. (1995) The Code of Practice: boon or burden?. British Journal of Special Education, 22, pp. 116-119.
10. Lewis, A. (1994) Special Needs Provision in Mainstream Primary Schools, Trentham, Stoke-on-Trent
11. (1995) New Framework for the Inspection of Schools, OFSTED, London
12. Vincent, C., Evans, J., Lunt, I. and Young, P. (1995) Policy and practice: the changing nature of special educational provision in schools. British Journal of Special Education, 22, pp. 4-11.
13. Webster, A. (1994) The new Code of Practice for children with SEN: implications for those working with hearing-impaired pupils. Journal of the British Association for Teachers of the Deaf, 18, pp. 97-108.