SEN support: A rapid evidence assessment

Julia Carroll; Louise Bradley; Hayley Crawford; Penny Hannant; Helen Johnson; Angela Thompson

SEN support: A rapid evidence assessment

Julia Carroll, Louise Bradley, Hayley Crawford, Penny Hannant, Helen Johnson, Angela Thompson

Research output: Book/Report › Commissioned report › peer-review

Abstract

Coventry University was commissioned by The Department for Education to review what effective practice in school and post-16 institutions looks like and to develop understanding of how to improve outcomes for children and young people on SEN support.

Original language	English
Publisher	UK Government (Home Office)
Commissioning body	UK Department for Education
Number of pages	106
ISBN (Print)	978-1-78105-779-7
Publication status	Published - Jul 2017

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title = "SEN support: A rapid evidence assessment",

abstract = "Coventry University was commissioned by The Department for Education to review what effective practice in school and post-16 institutions looks like and to develop understanding of how to improve outcomes for children and young people on SEN support. ",

author = "Julia Carroll and Louise Bradley and Hayley Crawford and Penny Hannant and Helen Johnson and Angela Thompson",

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language = "English",

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AU - Carroll, Julia

AU - Bradley, Louise

AU - Crawford, Hayley

AU - Hannant, Penny

AU - Johnson, Helen

AU - Thompson, Angela

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N2 - Coventry University was commissioned by The Department for Education to review what effective practice in school and post-16 institutions looks like and to develop understanding of how to improve outcomes for children and young people on SEN support.

AB - Coventry University was commissioned by The Department for Education to review what effective practice in school and post-16 institutions looks like and to develop understanding of how to improve outcomes for children and young people on SEN support.

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SN - 978-1-78105-779-7

BT - SEN support: A rapid evidence assessment

PB - UK Government (Home Office)

ER -

SEN support: A rapid evidence assessment

Abstract

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