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Inclusion in Northern Ireland: cracking the code.
Abstract
Teachers in Northern Ireland are faced with the introduction of new legislation relating to the identification, assessment, and provision for, children with special needs. In line with the United Kingdom and Europe, teachers are increasingly finding themselves under scrutiny. They are now expected to accept greater responsibility and accountability. The introduction of a new Code of Practice has had particular implications for how teachers work with pupils with special educational needs, and additionally, within a system which is placing increased budgetary constraints upon them.
Introduction
Since 1981, legislation within the United ...
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