International trends in the education of students with special educational needs
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Attaining self-regulation: A social-cognitive perspective. In M. Boekarts, P. Pintrich & M. Zeidner (eds), Self-regulation: Theory, research, and applications (pp.13-39). Orlando, Orlando, FL: Academic Press. 1 Australia and New Zealand both ratified this Convention in 2008. 1 This chapter draws upon material to be published in Mitchell (in preparation). 1 Similar Graduated Response systems were also in place for early education settings and the secondary sector. 1 Note: Schools are expected to transfer children from School Action/School Action Plus to SEN support by the end of the Spring term 2015 and for all to be phased out by September 2015. Similarly, Statements are being phased out and replaced by Education, Health and Care (EHC) needs assessment and plans designed to bring child’s education, health and social care needs into a single, legal document. (See Department for Education (2014)). 1 Much of this chapter draws upon Mitchell (2004a, 2004b, 2005, and in preparation). 1 This section should be read in conjunction with Section 4 in the recent review of IEPs carried out by the writer and his colleagues at the University of Canterbury (Mitchell et al., 2010). It contains a full review of international trends in policies requiring SWSENs’ access to general education accountability systems. 1 See Chapter Eleven, section 11.4, for further comments on leadership. 1 This chapter draws upon Mitchell (in preparation), the European Agency for Development in Special Needs Education (2003), Ferrier et al. (2007), Riddell et al. (2006), Shaddock et al. (2009), Pijl (2014), as well as those sources specifically acknowledged. 1 The same could be said of New Zealand’s ORRS system, given that there is a cap on the number of students coming under its purview. 1 This chapter is in part drawn from Mitchell et al. (2010). 1 See also Chapter Eleven. 1 This chapter is mainly drawn from Mitchell et al. (2010) and Mitchell (2014b). 2 See Chapter Eight. 1 This chapter is based on Mitchell (2008, 2009 and 2014b). 1 This chapter is mainly drawn from Mitchell 2004b, 2005, and 2014b. 1 The impact of school reforms on inclusive education is of particular significance and is outlined in Chapter Eight of this review. 1 See Chapter Eight, section 8.6, for further comments on leadership. 2 See Chapters Ten, Eleven and Twelve for more detailed ideas on classroom-level adaptations. 1 See also Chapter Twenty-two. 1 Throughout this section the original terminology employed by the authors is retained. 1 See also Chapter Three of the present review for a more detailed discussion of various paradigms. 1 This chapter is based largely on Mitchell (2015a). 1 Myopia is defined as blurred vision beyond 2m and is usually caused by the elongation of the eyeball. 1 This chapter is based on Mitchell & Karr (2014). 1 This section formed part of a review into provisions for children with complex needs (see Mitchell, 2012). Apart from most of the material on pupil referral units, this section is summarised from Cooper & Jacobs (2011). For a detailed review of pupil referral units, see Colley (2011). 1 Training programmes for SENCOs (in England) and educational psychologists are covered in Chapter Nineteen. 1 This source is INCA, the International Review of Curriculum and Assessment Frameworks: Internet Archives, a website funded by the Qualifications and Curriculum Development Agency in England and managed and updated by the International Information Unit at NFER. It is the primary source of several of the countries’ provisions summarised in this chapter. 1 Sources include: http://ww2.prospects.ac.uk/p/types_of_job/special_education_needs_teacher_job_description.jsp http://www.tda.gov.uk 1 See Chapter Nineteen for further information about SENCOs. 1 In its 'red book', the Council for Exceptional Children (CEC) sets out detailed standards for special education teachers, available online at: http://www.cec.sped.org/bk/catalog2/Red_book_5th_edition.pdf 2 http://www.tda.gov.uk/about/newsletter/sep2009/Articles/workingforchange.aspx 1 This chapter is based on Mitchell (2012) and Mitchell (2014b). 1 This chapter draws on Mitchell (2014b, chapter 7) and Mitchell et al. (2010), as well as other sources mentioned in the text. 2 The term 'parent' encompasses a range of people, including natural parents, adoptive or foster parents, guardians, extended family, carers and caregivers. Here ‘parent’ will be used to cover all categories of such relationships. 1 As of 2009, over 2000 Parent Support Advisors had been employed to work across over 8000 schools (Training and Development Agency for Schools, 2009). Parent Support Advisers are based in schools to support parents and carers. Their main roles are to: support parents in engaging with their child’s learning and development, support parents in developing their parenting skills, and provide accessible information and guidance. 1 In Europe, the term ‘Design for All’ is a near equivalent to UDL. 1 ‘Data’ is sometimes used as a singular noun and sometimes as a plural. The latter is employed in this chapter. 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