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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
Author(s) -
Hellawell Beate
Publication year - 2017
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 - 10.1111/1467-8578.12185
Subject(s) - general partnership , code of practice , statutory law , focus (optics) , public relations , thematic analysis , code (set theory) , good practice , pedagogy , preference , psychology , sociology , engineering ethics , medical education , political science , medicine , law , qualitative research , computer science , engineering , social science , physics , optics , set (abstract data type) , microeconomics , economics , programming language
This article contributes a current thematic review of literature about the challenges of productive parent–professional partnership working relating to children and young people with special educational needs and disabilities (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 challenges have emerged for SEND parent‐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.