ABSTRACT
It will be clear by now to those reading this book that its theme is not only a reduction in bureaucracy, but also a fundamental rethink of the way we manage SEN and disability in schools.
This kind of rethink will involve a lot of people in school changing the way they do things. It will not be enough for the SENCO/INCO to announce to colleagues that in future there will be fewer IEPs and fewer Statements, and that they will be expected to take more responsibility for the targets, progress monitoring and strategies adopted to support pupils with SEN. Change, alas, is not that easy. As Everard and Morris (1990) say:
implementing change is not a question of defining an end and letting others get on with it: it is a process of interaction, dialogue, feedback, modifying objectives, recycling plans, coping with mixed feelings and values, pragmatism, frustration, patience and muddle.
