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Pupils as partners in education decision making: responding to the legislation in England and Ireland

Shevlin, M. and Rose, R. (2008) Pupils as partners in education decision making: responding to the legislation in England and Ireland. European Journal of Special Needs Education. 23(4), pp. 423-430. 0885-6257.

Item Type: Article
Abstract: Enabling pupils with special educational needs to participate more fully in the assessment, planning and evaluation of their own learning has become a principle enshrined within the legislation of many countries in recent years. Education policy in both England and the Republic of Ireland has recognised the desirability of increased pupil involvement, and this is reflected in policy documents and in legislation which highlights the requirement of schools to take greater account of the views of pupils. This paper documents the approaches to increased pupil involvement in decision-making adopted in England and Ireland and provides an overview of the key challenges that face policy-makers and educators in ensuring meaningful participation for children and young people with special educational needs
Uncontrolled Keywords: pupil involvement; inclusive education; education policy; legislation
Subjects: L Education > LC Special aspects of Education > LC65 Social aspects of education > LC71 Education and the state
L Education > LC Special aspects of Education > LC3950 Exceptional children and youth. Special education
Creators: Shevlin, Michael and Rose, Richard
Faculties, Divisions and Institutes: University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
Date: November 2008
Date Type: Publication
Page Range: pp. 423-430
Journal or Publication Title: European Journal of Special Needs Education
Volume: 23
Number: 4
Language: English
ISSN: 0885-6257
Status: Published / Disseminated
Refereed: Yes
URI: http://nectar.northampton.ac.uk/id/eprint/1613

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