1 Following the assessment and identification of special educational needs (SEN) it is necessary to implement intervention strategies for support which enable students to make progress. Intervention must make full use of SEN provision and match the needs of the student. There are varying levels of intervention. Regular reviews are required to measure progress and plan the next stage of intervention, or indeed to reduce the level of additional support where adequate progress has been made. There are criteria or triggers for intervention at the various stages set out in the SEN Code of Practice 2001. Some establishments will use the guidance in its entirety while others will use it as a framework for establishing their own criteria. See also graduated approach.
Code of Practice for Special Educational Needs (Revised) DfES/581/2001 (Department for Education and Skills, 2001).
2 A term used in action research to indicate the point at which the teacher–researcher implements a change of approach or practice in order to evaluate the subsequent effect on an identified aspect of teaching and learning.
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