Advocacy and the Young Person with Special Education Needs
Bibliographic Data
| ID | 13899558 |
|---|---|
| Authors | Philip Garner (0000-0001-5686-7824, Brunel University of London, corresponding author) |
| Year | 1994 |
| Volume | 5 |
| Issue | 1-2 |
| Pages | 47-60 |
| Publication date | 1994-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Adolescence and Youth (JOURNAL) |
| Journal identifiers | ISSN: 0267-3843 • E-ISSN: 2164-4527 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/02673843.1994.9747750 |
| OpenAlex | W2031896614 |
| Language | EN |
| References cited | 14 |
During the period following the enactment of the Education Act (1981) in England there has been a gradual, though notable, growth in self advocacy by those young people in schools who have Special Educational Needs. This has also been encouraged by international initiatives to promote the efficacy of listening to what students have to say about their educational experiences. This paper reports on a small-scale study which uses a qualitative approach to obtain the views of groups of students from three special schools in three countries. Opinions are expressed concerning the curriculum, the personal and professional demeanour of teachers, the students' own problem behaviour and the organisation and ethos of the school. The opinions provided by the young people suggest that there may be important implications for both school organization and for the way in which teachers are trained
Active listening · Curriculum · Ethos · Medical education · Pedagogy · Period (music · Political science · Public relations · Sociology · Special education · Special Educational Needs · Collaborative Teaching and Inclusion · Educational and Psychological Assessments · Medicine · Parental Involvement in Education · Psychology
| Highly cited | No |
|---|