ABSTRACT
Reflecting on the issues outlined in Chapter 1, Table 2.1 sets out the key stages of development of a support service, from early involvement with individual pupils outside the classroom to the more advanced state of working in an integrated fashion with other services and agencies across a ‘community’ of schools. It addresses the six questions raised at the end of that chapter by setting out ‘indicators’ of practice for the key features of service development that these questions imply, namely: vision, agenda, initiative, mode of operation, ownership of experience, central tasks, relationships and evaluation of impact.
