Titlebook: Autonomy, Rights and Children with Special Educational Needs; Understanding Capaci Sheila Riddell Book 2020 The Editor(s) (if applicable) a

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Research Methods,support needs. The research used a mixed-methods and cross-border comparative approach, which I discuss below before turning to a more detailed description of the specific elements and phases of the research. The use of quantitative and qualitative data provide a rich pool of evidence, allowing the

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,Children’s Rights, Categorisation and Disproportionality,of children identified as having special and additional support needs (SEN)/(ASN), the nature of the categorisation systems, the use of statutory support plans to underpin the new rights and access to dispute resolution mechanisms to challenge local authority decisions. The central question in this

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,Children and Young People’s Participation Rights in Schools and Classrooms,s are prioritised in daily routines and activities. Case study data are then used to explore participation by children and young people with SEN/ASN in the everyday school and classroom life. The case studies enable children and young people’s school experiences to be located within the wider social

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Participation by Children and Young People in Representative Bodies,: Clarendon Press, 1995), reflecting and contributing to the social status of different groups. However, extending the participation rights of children and young people in a meaningful rather than tokenistic manner may require a radical rethinking of school governance. This is particularly the case

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,Children and Young People’s Involvement in Formal Educational Planning,nning. Approaches to educational planning in Scotland and England differ markedly, and this affects the nature and extent of involvement by children, young people and their parents/carers. As I argue in this chapter, the different planning systems north and south of the Border have material conseque

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Participation in Dispute Resolution by Children, Young People and Their Families,isability code of practice: 0֪–25 years. London: DfE & DoH, 2015; Scottish Government, Supporting children’s learning: Statutory guidance on the Education [Additional Support for Learning] Scotland Act 2004 [as amended]. Edinburgh: Scottish Government, 2017) emphasise the importance of involving chi