SpLD, statementing and secondary schools - some perspectives

This project is an investigation into pupils who did not receive a statement for SpLD/Dyslexia until they were at secondary school. Data were collected by means of questionnaires, interviews and reference to documentary evidence. The perspectives of some pupils, parents and teachers who have been directly concerned with issues relating to SpLD, statementing and secondary schools are presented. The research findings indicate that there are several areas of concern, including the emotional and behavioural problems of SpLD pupils, the lack of information for parents, the need for better informed teachers and delays, inconsistencies and lack of clear policy. It is suggested that the recent Code of Practice for SEN (1994) may help to ameliorate some of these inconsistencies and delays, and may help to formulate a more clearly defined policy for SpLD pupils. One particularly encouraging finding is the growth of research projects into the early identification of SpLD.

Name dc:type.qualificationname

ma

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

University of Central Lancashire

Year dc:date.issued

1995

Author dc:creator

• Crossley, Sheila Joan

• Education policy
• Training teachers - special needs
• Academic studies in secondary education

Language dc:language

en