Pupils as partners in education decision making: responding to the legislation in England and Ireland

Michael Shevlin, Richard Rose

Research output: Contribution to JournalArticlepeer-review

Abstract

Enabling pupils with special educational needs to participate more fully in the assessment, planning and evaluation of their own learning has become a principle enshrined within the legislation of many countries in recent years. Education policy in both England and the Republic of Ireland has recognised the desirability of increased pupil involvement, and this is reflected in policy documents and in legislation which highlights the requirement of schools to take greater account of the views of pupils. This paper documents the approaches to increased pupil involvement in decision-making adopted in England and Ireland and provides an overview of the key challenges that face policy-makers and educators in ensuring meaningful participation for children and young people with special educational needs
Original languageEnglish
JournalEuropean Journal of Special Needs Education
Volume23
Issue number4
DOIs
Publication statusPublished - 1 Nov 2008

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