The death of the 2015 SENDCOP. Should government have learnt lessons from listening to the voices of history, research and politicians? (Part II)

Hodkinson, Alan (2023) The death of the 2015 SENDCOP. Should government have learnt lessons from listening to the voices of history, research and politicians? (Part II). Education 3-13. ISSN 0300-4279

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Abstract

This research builds on a previous study which found that ‘fault lines of failure’ existed in the Special Educational Needs and Disability Code of Practice 2015 (SENDCOP). The fault lines that were revealed, through a historical analysis of policy and practice, were those of multi-agency working, the training of professionals, pupil/ parent voice and the funding of the systems of SEND. This current research, through the application of a thematic analysis, sought to examine whether the ‘fault lines’ evidenced in this previous research were observable in politician’s speeches detailed in Hansard from December 2014- May 2022. The research found that similar to extant research the fault lines of failure were indeed observable and that there was also a significant disjunct between government rhetoric and that of parliamentarians as to the success of the operation of the SENDCOP. The research concludes that moving into a new legislative era, the government must not only listen to, but must hear and heed the voices of parliamentarians as these voices offer a source of wisdom and provide early warning to the opening of the ‘fault lines of failure’ which have doomed previous SEND policies to failure.

Item Type:	Article
Additional Information and Comments:	Copyright 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided theoriginal work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
Faculty / Department:	Faculty of Education and Social Sciences > School of Social Sciences
Depositing User:	Alan Hodkinson
Date Deposited:	17 May 2023 08:41
Last Modified:	13 Jun 2023 11:12
URI:	https://hira.hope.ac.uk/id/eprint/3926

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