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dc.contributor.authorReid, Adrianne
dc.date.accessioned2019-09-25T17:17:49Z
dc.date.available2019-09-25T17:17:49Z
dc.date.created2018-09-04 23:18
dc.date.issued2016-12
dc.identifieroai:etheses.bham.ac.uk:7057
dc.identifierhttp://etheses.bham.ac.uk/7057/1/Reid16ApEd%26ChildPsyD_Vol_1.pdf
dc.identifierhttp://etheses.bham.ac.uk/7057/2/Reid16ApEd%26ChildPsyD_Vol_2.pdf
dc.identifierReid, Adrianne (2016) Implementing Special Educational Needs and Disability policy reform in further education settings: an exploratory case study of named person perceptions. Ap.Ed.&ChildPsy.D. thesis, University of Birmingham.
dc.identifier.urihttp://hdl.handle.net/20.500.12424/370662
dc.description.abstractThe addition of the 19-25 age range in the Special Educational Needs and Disability Code of Practice (2014) presents wide scale change in the post 16 education landscape. Organisational change is a well-established field of psychology and research suggests that the effective management of change is key to effect practice. 
 
 Within a critical realist paradigm, this research employs a case study design to explore the views of professionals implementing Special Educational Needs and Disability policy reform. Qualitative semi-structured interview data was analysed using thematic analysis (Braun and Clarke (2006). 
 
 Implications for the Educational Psychology Service and central and local government are proposed, which take into account both supportive factors and potential constraints of implementing policy reform.
dc.format.mediumapplication/pdf
dc.languageEnglish
dc.relation.ispartofstaffonly
dc.relation.ispartofstaffonly
dc.relation.ispartofhttp://etheses.bham.ac.uk/7057/1.hassmallThumbnailVersion/Reid16ApEd%26ChildPsyD_Vol_1.pdf
dc.relation.ispartofhttp://etheses.bham.ac.uk/7057/
dc.subjectBF Psychology
dc.subjectLB2300 Higher Education
dc.subjectLC Special aspects of education
dc.subjectLC5201 Education extension. Adult education. Continuing education
dc.titleImplementing Special Educational Needs and Disability policy reform in further education settings: an exploratory case study of named person perceptions
dc.typeThesis
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ge.identifier.legacyglobethics:14934275
ge.identifier.permalinkhttps://www.globethics.net/gel/14934275
ge.lastmodificationdate2018-09-04 23:18
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ge.oai.exportid149801
ge.oai.repositoryid2756
ge.oai.setnameStatus = Unpublished
ge.oai.setnameSubject = L Education: LC Special aspects of education: LC5201 Education extension. Adult education. Continuing education
ge.oai.setnameSubject = L Education: LC Special aspects of education
ge.oai.setnameSubject = L Education: LB Theory and practice of education: LB2300 Higher Education
ge.oai.setnameSubject = B Philosophy. Psychology. Religion: BF Psychology
ge.oai.setnameType = Thesis
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ge.linkhttp://etheses.bham.ac.uk/7057/1/Reid16ApEd%26ChildPsyD_Vol_1.pdf
ge.linkhttp://etheses.bham.ac.uk/7057/2/Reid16ApEd%26ChildPsyD_Vol_2.pdf


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