A new report confirms that joined-up working has been a positive and significant experience for the majority of those involved.

The new and rapidly changing context of the Every Child Matters agenda presents challenges and opportunities for the role of the educational psychologist. This forms the backdrop against which a review of the functions and contribution of educational psychologists has been conducted.

For any SENCO looking at how SEN is defined, identified and assessed in her own local education authority and elsewhere, it soon becomes apparent that the identification and assessment of SEN is not only complex but confused. Michael Farrell suggests that SENCOs can contribute to clarifying our understandings of SEN.

The Common Assessment Framework (CAF) and Lead Professional (LP) work are key elements in the Every Child Matters: Change for Children programme. This evaluation of authorities trialling the new approach will be of interest to SENCOs who will become increasingly engaged as the national roll-out continues for these processes for multi-agency working.

In addition to its specific recommendations concerning SENCOs, the Education Select Committee has outlined a future strategy on special educational needs. The government’s response will have many implications for the work of SENCOs.

ONE of our pupils is in care and has a statement of SEN. Her parents disagree with the statement’s provisions and plan to appeal to the special educational needs and disability tribunal. Which takes precedence — SENDIST or the family court?

The number of children with statements of special needs in England’s schools has fallen to a five-year low.

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