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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LEERY

Research Methods, Overall, data used in the book illuminate the extent to which children and young people’s educational rights are being realised in practice, and what needs to change to translate policy rhetoric on children’s rights to action on the ground.

OREX

,Children’s Rights, Categorisation and Disproportionality,reluctance of local authorities to issue CSPs helps to explain why the Scottish tribunal is relatively little used compared with the English equivalent, and why only a handful of children have to date been able to use their new appeal rights. In England, there has been a deliberate squeeze on the nu

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unstable-angina

Participation by Children and Young People in Representative Bodies,and young people in the governance of education but the balance of power still appears to lie with professionals. Indeed, education may lag behind some other social policy fields in allowing space for children and young people to participate in policy-shaping bodies (Harris, Empowerment and state ed

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Conclusion,s of children and young people, who have been largely excluded from educational decision-making (Harris, Playing catch-up in the schoolyard? Children and young people’s ‘voice’ and education rights in the UK. .(3), 331–366, 2009). However, over the last few years, the independent rights of children

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r asks whether, in a context of tight budgets and often limited support, this new emphasis on children‘s rights can be seen as ‘window-dressing’ and a distraction from reductions in support for social welfare. .978-3-030-55827-7978-3-030-55825-3