ABSTRACT
This chapter focuses on the results of research into the quality of Special Educational Needs (SEN) policies, commissioned by the Department for Education and Employment and conducted by the Faculty of Education at the University of the West of England, Bristol. The research highlights several issues which are important for SEN Coordinators (SENCO) to consider in relation to the formulation and review of a policy. Under the 1993 Education Act, all schools must have a special needs policy, and this should have been completed and published by August 1995. The role of the SENCO may be more usefully viewed as that of coordination rather than of covering all the tasks associated with the delivery of educational provision for pupils with special educational needs. Certain strategies promoted by local educational authorities were more effective than others in helping schools to write policies.
