Balancing acts: Policy agenda for teacher education and special educational needs

Journal of Education for Teaching

Volumn 24, Issue 1, 1998, Pages 63-71

  Clough, Peter ^a  

^a UNIVERSITY OF SHEFFIELD   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 18844380096     PISSN: 02607476     EISSN: 13600540     Source Type: Journal    
DOI: 10.1080/02607479819926     Document Type: Article

References (15)

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2. BUTT, N. (1991) A role for the S.E.N. co-ordinator in the 1990s: a reply to Dyson, Support for Learning, 6(1), pp. 9-14.
3. CHADBOURNE, R. (1997) Teacher education in Australia: what difference does a new government make? Journal of Education for Teaching, 23(1), pp. 7-27.
4. CLOUGH, P. (1997) A Phenomenology of Exclusion, paper given at Exclusion: Policy and Practice Conference, Edinburgh, February 1997.
5. DFEE (1994) Code of Practice on the Identification and Assessment of Special Educational Needs (London, HMSO).
6. DFEE (1997) Excellence for all Children: Meeting Special Educational Needs, CM 3785 (London, HMSO).
7. DYSON, A. (1990) Effective learning consultancy: a future role for special needs coordinators? Support for Learning, 5(3), pp. 116-127.
8. EDUCATION ACT (1944) (London, HMSO).
9. EDUCATION ACT (1981) (London, HMSO).
10. EDUCATION REFORM ACT (1988) (London, HMSO).
11. GOLBY, M. & GULLIVER, J.R. (1979) Whose remedies, whose ills? A critical review of remedial education, Journal of Curriculum Studies, 11(2), pp. 137-147.
12. N.A.R.E. (NATIONAL ASSOCIATION FOR REMEDIAL EDUCATION) (1985) Teaching Roles for Special Educational Needs: Guidelines 6 (Stafford, N.A.R.E.).
13. N.A.S.E.N. (NATIONAL ASSOCIATION FOR SPECIAL EDUCATIONAL NEEDS) (1993) Teacher Education for Special Educational Needs (Stafford, N.A.S.E.N.).
14. PEASE, L. & CHAPMAN, N. (1992) Disapply first, modify later? British Journal of Special Educational Needs, 19(3), pp. 103-104.
15. WEBBER, S.L. (1996) Demand and supply: meeting the need for teachers in the 'new' Russian school, Journal of Education for Teaching, 22(1), pp. 9-26.