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A review of parent–professional partnerships and some new obligations and concerns arising from the introduction of the SEND Code of Practice 2015

Hellawell, B; (2017) A review of parent–professional partnerships and some new obligations and concerns arising from the introduction of the SEND Code of Practice 2015. British Journal of Special Education , 44 (4) pp. 411-430. 10.1111/1467-8578.12185. Green open access

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Abstract

This article contributes a current review of literature about the challenges of productive parent-professional partnership working relating to children and young people with SEND. It also reports on an empirical project which explored early experiences of professionals working under the newly-statutory SEND Code of Practice 2015 and asks what new demands have emerged for SEND partnerships. Particular consideration is given to the language of choice and preference in the Code, the new focus on outcomes in the place of specified provision, and the problematic construction of compliant partners.

Type: Article
Title: A review of parent–professional partnerships and some new obligations and concerns arising from the introduction of the SEND Code of Practice 2015
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/1467-8578.12185
Publisher version: https://doi.org/10.1111/1467-8578.12185
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: parent‐partnerships, SEND Code of Practice 2015, partnership working, outcomes, professional ethics
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10071024
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