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Understanding Special Educational Needs and Disabilities Assessment and Review Team Experiences to Improve and Inform Special Educational Needs and Disabilities Systems in England
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Tracy Laverick; Richard Baron – British Journal of Special Education, 2024
The Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan has been published for England and includes a recommendation for SEND Assessment and Review Teams guidance. These teams co-ordinate and monitor the statutory Education, Health and Care Plans detailing the needs and provision for children with…
Descriptors: Foreign Countries, Students with Disabilities, Special Needs Students, Special Education
"It Doesn't Concern Us!" The Code of Practice and Its Relevance for Special Schools, Units and Services.
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Lewis, Ann; And Others – British Journal of Special Education, 1996
This article analyzes implementation of the "Code of Practice on the Identification and Assessment of Special Educational Needs" by special schools in England and Wales. A survey of schools, including 73 special schools, concluded that the Code's potential universality is being lost through an overemphasis on implementation of procedural…
Descriptors: Disabilities, Disability Identification, Educational Diagnosis, Educational Practices
The Code of Practice in Schools: Learning from Recording of Achievement.
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Richmond, Robin C. – British Journal of Special Education, 1994
This article addresses issues rising from the British government's Code of Practice on the Identification and Assessment of Special Educational Needs. It argues that the process of Recording of Achievement is closely related to the school-based stages of assessment in the Code of Practice. The Recording of Achievement assessment process recognizes…
Descriptors: Achievement, Compliance (Legal), Disability Identification, Educational Diagnosis
Special Education in Parliament: The Draft Code of Practice.
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British Journal of Special Education, 1993
England's "Draft Code of Practice on the Identification and Assessment of Special Educational Needs" presents a five-stage assessment procedure. The five stages range from the class or subject teacher identifying a student's needs and consulting the Special Educational Needs coordinator, to the local education authority making a…
Descriptors: Disability Identification, Educational Diagnosis, Educational Policy, Educational Practices
The Code of Practice in Practice.
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Rankin, Philip; Rees-Davies, Neil – British Journal of Special Education, 1996
This article discusses the development and implementation of procedures to comply with the Code of Practice on the Identification and Assessment of Special Educational Needs in a special British school for children with disabilities. The procedures involve observing the student, conducting diagnostic assessments, determining areas and levels of…
Descriptors: Curriculum Development, Disabilities, Disability Identification, Educational Diagnosis