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Well‐meant, but Failing on Almost all Counts: the Case Against Statementing
Author(s) -
Williams Hugh,
Maloney Sheelagh
Publication year - 1998
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8527.t01-1-00048
Subject(s) - mainstream , bureaucracy , process (computing) , code (set theory) , mathematics education , pedagogy , sociology , psychology , public relations , medical education , political science , law and economics , computer science , law , medicine , politics , set (abstract data type) , programming language , operating system
This article (written before the publication of the recent Green Paper) by Hugh Williams and Sheelagh Maloney, Senior Educational Psychologists: Birmingham Education Department, is timely as it provides practical solutions to the problems of ‘Statementing’. Their suggestions are not only within the spirit of the Paper, but go even further in suggesting practical solutions to the ending of ‘Statementing’. The approach proposed is based on extending the ideas behind the SEN Code of Practice, and they describe how children’s and parent’s rights, and their involvement, could be advanced through a fluent process: reduced bureaucracy; shorter time‐scales; and the greater involvement of schools in ensuring appropriate resources. Further, the proposed system would enhance the prospects of encouraging increasingly inclusive practices, and would remove a major conceptual barrier to all children being educated in mainstream schools.