DfEE Green Paper (22/10/1997) Appendix 3 Arrangements for consultation

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Appendix 3

Arrangements for consultation

Key questions
This Green Paper initiates a wide-ranging review of education for children with special educational needs. Following consultation, we intend to draw up an action plan for the remainder of this Parliament, with measures which will lead to improved provision for children with SEN. The key questions on which we would welcome comments are as follows:

1 Policies for excellence

How can we identify children's special educational needs earlier, and ensure that appropriate intervention addresses those needs?
What should the DfEE do to encourage and disseminate good practice in target setting for pupils with special educational needs, in both mainstream and special schools?
How can we identify and disseminate good practice in delivering the curriculum to children with special educational needs?
Do the existing arrangements for assessment within the National Curriculum, and for public examinations, give appropriate recognition of the achievements of children with special educational needs? If not, how might they be improved?
What should the DfEE do to promote Information and Communications Technology as a means of supporting children with special educational needs?

2 Working with parents

How can we make sure that parents receive the support they need at all stages of their child's education?
How can we encourage dialogue between parents, schools and LEAs, and resolve disputes about SEN as early as possible?
Are changes needed to improve the effectiveness of the SEN Tribunal?

3 Practical support: the framework for SEN provision

Will it be helpful to review the Code of Practice, with a view to a revised version in 1999? If so, which aspects of the Code need particular attention? How can we reduce the paperwork associated with Code?
How can LEAs help schools improve the quality of provision at stages 1-3 of the Code of Practice?
How can we strengthen the assurance to parents that schools will offer effective and consistent support at stages 1-3 of the Code of Practice? Should we introduce contracts between schools and parents specifying the agreed extra provision the child will receive at stage 3?
How might we secure greater national consistency in making statements, or in placing children at the other stages of the Code of Practice?
What changes should be made to the contents of, or monitoring and review arrangements for, statements of SEN?

4 Increasing inclusion

What priority measures should we take to include more pupils with special educational needs within mainstream schools?
What should the proposed Code of Practice on admissions say about the admission of pupils with SEN?
How can we help special schools develop their role, working more closely with mainstream schools to meet the needs of all pupils with SEN?

5 Planning SEN provision

What should be the core functions of regional planning arrangements for SEN, and how should such arrangements be set up?
What changes are needed to the existing arrangements for the placement of children with SEN in independent schools?

6 Developing Skills

How can we promote partnerships in in-service teacher training to raise the level of teachers' expertise in meeting special educational needs?
Should the Teacher Training Agency's work on national standards be taken forward as the basis for a qualification for SEN co-ordinators?
Should there be national standards and/or a qualification for other SEN specialists?
What action should we take to improve the training and career structure of learning support assistants?
What kinds of training would help governors to carry out effectively their responsibilities for pupils with SEN?
What changes are needed in the role and training of educational psychologists?

7 Working together

What arrangements would help the speedy dissemination of useful information about good practice in SEN?
What are the barriers to improved collaboration between LEAs, social services departments and health authorities? How can these be overcome?
How should funding for speech and language therapy and analogous services be provided in future?
How can we help more young people with SEN make a successful transition to further or higher education, training and employment?

8 Principles into practice: emotional and behavioural difficulties

What should the DfEE do to support teachers, in mainstream and special schools, working with children with emotional and behavioural difficulties?
What are the most effective ways of improving provision for children with emotional and behavioural difficulties?

Appendix 2 - Funding and the SEN framework

What needs to be done for the new LMS arrangements to support effectively the responsibilities of both schools and LEAs for SEN provision at stages 1-3 of the Code?

31/08/2000