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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Autonomy, Rights and Children with Special Educational Needs978-3-030-55825-3

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Backreaction of Quantum Gravitational Modes,osting the educational rights of children with special and additional support needs. The central question considered in this book is whether these changes indicate a great leap forward in terms of realising children’s rights in practice, or whether they are merely cosmetic and aspirational. Addition

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https://doi.org/10.1007/978-3-319-10488-1support 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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Astrophysics and Space Science Proceedingsical context. I begin by providing an overview of the discourses informing the development of UK special education policy and practice, initially focusing on early developments in the eighteenth and nineteenth centuries, when medical and education officers decided which children should be separated

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https://doi.org/10.1007/978-3-319-18401-2of 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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Spacecraft Gravitational Wave Experimentss 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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Gravitational Wave Data Analysis: 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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