Abstract
This paper examines the relationship between special educational needs (SEN) and resource levels and looks at two LEAs as case studies. One LEA uses a professional audit approach to allocate resources for pupils with special educational needs but without statements while the other LEA uses educational tests. Interviews were conducted with headteachers, special educational needs coordinators (SENCOs) and heads of department in English, mathematics and science. A theoretical framework is used to evaluate the two LEAs’ resourcing policies against the criteria of simplicity, equity, effectiveness, efficiency and accountability.
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