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Working with Parents of SEN Children after the Code of Practice book cover

1st Edition

Working with Parents of SEN Children after the Code of Practice

By Sheila Wolfendale Copyright 1997
    148 Pages
    by David Fulton Publishers

    152 Pages
    by David Fulton Publishers

    152 Pages
    by David Fulton Publishers
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    First Published in 1997. This book forms part of a series that brings together wide-ranging contributions which: are written from both professional and parental viewpoints; offer an assessment of what has been achieved; explore a number of problematic issues and experiences and illustrate developments that are beginning to take shape. It will appeal to those with a special interest in and commitment to home-school work in all its actual and potential facets. The intention in this book is to report upon the early impact of the Code of Practice (1994) within its legislative context, the 1993 Education Act, Part Three. The book blends a number of ideological perspectives on partnership with descriptions of collaborative ways of working between parents and professionals.

    Chapter 1 Delivering services for children with special needs: the place of parents, Sheila Wolfendale; Chapter 2 A review of the influence and effects of Portage, Mollie White; Chapter 3 A parental perspective on partnership, Robina Mallett; Chapter 4 The rise and impact of the parental lobby: including voluntary groups and the education of children with learning difficulties or disabilities, Alice Paige-Smith; Chapter 5 Implementing partnership with parents in schools, Sally Beveridge; Chapter 6 Parents as partners; some early impressions of the impact of the Code of Practice, Philippa Russell; Chapter 7 A review of Parent Partnership Schemes, Teresa Furze, Anna Conrad; Chapter 8 Promoting the effective practice of partnership, Sheila Trier; Chapter 9 Supporting parents at the Special Educational Needs Tribunal, Katy Simmons; Chapter 10 The needs of children and families: integrating services, Vincent McDonnell;

    Biography

    Sheila Wolfendale has been a primary school teacher and remedial reading teacher, an educational psychologist in several LEAs and is currently director of a Doctorate in Educational Psychology training programme at the University of East London. She has authored and edited many books, booklets, chapters, articles and handbooks on aspects of special needs, early years, and parental involvement. She was awarded a Professorship in 1988 and in 1995 gained a PhD by published works.

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