How the rights of all school students and teachers are affected by special educational needs or disability (SEND) services: Teaching, psychology, policy
Keywords: DECISION-MAKING; EDUCATIONAL PSYCHOLOGY; EQUAL RIGHTS; INCLUSION; JUSTICE; RESIDENTIAL SCHOOLS; SEGREGATION; SEND COSTS; SEND OUTCOMES; SEND POLICIES; SOCIAL AND MEDICAL MODELS OF DISABILITY
Document Type: Research Article
Publication date: July 1, 2018
- Founded in 2003 by the UCL Institute of Education, the journal reflects the Institute's broad interests in all types of education in all contexts - local, national, global - and its commitment to analysis across disciplines using a variety of methodologies. It shares the Institute's aspiration to interrogate links between research, policy and practice, and its principled concern for social justice.
Drawing on these strengths, LRE is a wide-ranging and engaging journal that features rigorous analysis and significant research across key themes in education, including: public goals and policies; pedagogy; curriculum; organization; resources and technology; and institutional effectiveness. Articles and book reviews are written by experts in education, psychology, sociology, policy studies, philosophy and other disciplines contributing to education research, and by experienced researcher-practitioners working in the field. The highest quality of reporting and presentation are ensured through an independent, anonymised peer-review process. As an entirely web-based open access journal, LRE has been able to offer innovative features and formats including: epistolary conversation; colour photos and illustrations; illustrative video clips.
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