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European Journal of Special Needs Education Volume 34, 2019 - Issue 1
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Articles

Professionals’ views on the new policy for special educational needs in England: ideology versus implementation

Olympia PalikaraSchool of Education, University of Roehampton, London, UKCorrespondence[email protected]
,
Susana CastroSchool of Education, University of Roehampton, London, UK
,
Carolina GaonaSchool of Education, University of Roehampton, London, UK
&
Vasiliki EirinakiSchool of Education, University of Roehampton, London, UK
Pages 83-97 | Received 08 Dec 2017, Accepted 06 Mar 2018, Published online: 20 Mar 2018

Citations (14)

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Read on this site (3)

Angela Page, Joanna Anderson & Jennifer Charteris. (2021) Innovative learning environments and spaces of belonging for special education teachers. International Journal of Inclusive Education 0:0, pages 1-16.
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Carolina Gaona, Susana Castro & Olympia Palikara. (2020) The views and aspirations of young people with autism spectrum disorders and their provision in the new Education Health and Care plans in England. Disability and Rehabilitation 42:23, pages 3383-3394.
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Susana Castro, Olympia Palikara, Carolina Gaona & Vasiliki Eirinaki. (2020) “No policy is an island”: how the ICF international classification system may support local education planning in England. Disability and Rehabilitation 42:11, pages 1623-1631.
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Articles from other publishers (11)

Natalie Tyldesley-Marshall, Janette Parr, Anna Brown, Yen-Fu Chen & Amy Grove. (2023) Effective service provision and partnerships in service providers for children and young people with special educational needs and disabilities: a mixed methods systematic review protocol. Frontiers in Education 8.
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Zoe Starkie. (2023) Parental experiences of accessing assessments for special educational needs. Journal of Research in Special Educational Needs.
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Susana Castro-Kemp & Alecia Samuels. (2022) Working together: A review of cross-sector collaborative practices in provision for children with special educational needs and disabilities. Research in Developmental Disabilities 120, pages 104127.
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Helen Benstead. (2021) Primary initial teacher trainees' perceptions of and perspectives on the role of the teaching assistant in English primary contexts. Support for Learning 36:4, pages 630-649.
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Hazel Richards. (2021) EHCP Implementation in the Early Years: constrictions and possibilities. Support for Learning 36:2, pages 204-221.
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Susana Castro-Kemp, Carolina Gaona, Catarina Grande & Olympia Palikara. (2021) Consistency between provision, outcomes and functioning needs in statutory documents for young children with developmental disabilities in England. Research in Developmental Disabilities 108, pages 103815.
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Alan J. Marsh & Kathryn Howatson. (2020) Education, health and care plans and tribunals in England: A statistical tale from 2019. British Educational Research Journal.
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Geoff Lindsay, Klaus Wedell & Julie Dockrell. (2020) Warnock 40 Years on: The Development of Special Educational Needs Since the Warnock Report and Implications for the Future. Frontiers in Education 4.
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Brian Lamb. (2019) Statutory Assessment for Special Educational Needs and the Warnock Report; the First 40 Years. Frontiers in Education 4.
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Jo Van Herwegen, Maria Ashworth & Olympia Palikara. (2019) Views of professionals about the educational needs of children with neurodevelopmental disorders. Research in Developmental Disabilities 91, pages 103422.
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Susana Castro-Kemp, Olympia Palikara & Catarina Grande. (2019) Status Quo and Inequalities of the Statutory Provision for Young Children in England, 40 Years on From Warnock. Frontiers in Education 4.
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