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- W4315818056 abstract "The importance of the values underpinning the type of society in which we wish to live and the education we consider should be provided for our children, whether or not they are deemed to have Special Educational Needs (SEN), are of the essence. Such values are also complex and often controversial (Haydon, 2007). In the UK, long before 2010, the phrase ‘Special Educational Needs’ (SEN) had ceased to be the preserve of educational specialists. The concept was introduced to state schools across the UK 32 years ago (Warnock, 1978). Nowadays the phrase has a widespread linguistic currency across the general population. A guide for parents and carers has been published (DFES, 2001). SEN is also legally recognised (OPSI, 2001). Despite this, there appear to be no consensus approach to objectively defining and identifying SEN. In principal and in practice, moves towards making all stages of education inclusion-friendly represent an explicit acceptance that every child matters. Wherever possible, addressing SEN in mainstream schools is advocated (DCSF, 2009a). Given this context, in 2010 is the term SEN valuable, or not, to: (a) the individual pupil; and (b) pupils comprising administratively identified groups in our educational system?" @default.
- W4315818056 created "2023-01-13" @default.
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- W4315818056 date "2010-01-01" @default.
- W4315818056 modified "2023-10-18" @default.
- W4315818056 title "United Kingdom Special Educational Needs (SEN) 2010. Reflections and current concerns" @default.
- W4315818056 doi "https://doi.org/10.53841/bpsper.2010.34.2.3" @default.
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