article · Support for Learning · 1995

Sense or nonsense? Dilemmas in the SEN Code of Practice

Cited by 7Abstract and details only

Abstract

Special needs co‐ordinators and others will still be considering the Code of Practice and its implications. Although written in an apparently clear and straightforward fashion, the Code contains a number of ambiguities and poses some unanswered questions. Philip Garner sets out to identify these ‘dilemmas’. In particular, he accuses the authors of the Code of being long on advice and exhortation and weak on practical advice and support. He argues that teachers should still consider this to be a draft Code until matters are clarified and resources are allocated.

Cite this paper

APA 7

Garner, P. (1995). Sense or nonsense? Dilemmas in the SEN Code of Practice. Support for Learning, 10(1), 3–7. https://doi.org/10.1111/j.1467-9604.1995.tb00002.x

MLA 9

Garner, Philip. “Sense or nonsense? Dilemmas in the SEN Code of Practice.” Support for Learning, vol. 10, no. 1, 1995, pp. 3–7, https://doi.org/10.1111/j.1467-9604.1995.tb00002.x.

Chicago

Garner, Philip. 1995. “Sense or nonsense? Dilemmas in the SEN Code of Practice.” Support for Learning 10 (1): 3–7. https://doi.org/10.1111/j.1467-9604.1995.tb00002.x.

Harvard

Garner, P. (1995) ‘Sense or nonsense? Dilemmas in the SEN Code of Practice’, Support for Learning, 10(1), pp. 3–7. Available at: https://doi.org/10.1111/j.1467-9604.1995.tb00002.x.

BibTeX

@article{garner1995sense,
  title = {{Sense or nonsense? Dilemmas in the SEN Code of Practice}},
  author = {Garner, Philip},
  journal = {Support for Learning},
  volume = {10},
  number = {1},
  pages = {3--7},
  year = {1995},
  doi = {10.1111/j.1467-9604.1995.tb00002.x}
}

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