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.
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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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