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An evaluation of key working for families of children and young people with special educational needs and disabilities. / Mengoni, Silvana; Bardsley, Janet; Oates, John.

In: British Journal of Special Education, Vol. 42, No. 4, 01.12.2015, p. 355-373.

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@article{0c8d37b3b7774a45b35335d2f7680e6f,
title = "An evaluation of key working for families of children and young people with special educational needs and disabilities",
abstract = "Key working is a way of supporting children and young people with special educational needs and disabilities (SEND) and their families, and is highly regarded by families and practitioners. However, there is a lack of up-to-date research exploring key working in the current context of policy reforms in England. This article reports an evaluation of key working in four sites in England, with a particular focus on the SEND policy reforms. Key working resulted in a number of positive outcomes for children and young people, families and services, including helping services to meet the requirements of the SEND reforms. Challenging aspects included managing transitions and the relationship between key working practitioner and family, but successful strategies were identified. Key working supports the implementation of specific aspects of the English SEND reforms along with more general cultural change in services to align with families' needs and well-established aspects of good practice",
keywords = "key working, key workers, child disability, child development, service evaluation",
author = "Silvana Mengoni and Janet Bardsley and John Oates",
note = "This is the accepted version of the following article: Silvana Mengoni, Janet Bardsley and John Oates, 'An evaluation of key working for families of children and young people wiht special educational needs and disabilities', BJSE, Vol 42(4): 355-373, which has been published in final form at htpp://dx.doi.org/10.1111/1467-8578.12102 This article may be used for non-commercial purposes in accordance with the Wiley Self-Archiving Policy [ http://olabout.wiley.com/WileyCDA/Section/id-820227.html ]. {\textcopyright} 2015 NASEN ",
year = "2015",
month = dec,
day = "1",
doi = "10.1111/1467-8578.12102",
language = "English",
volume = "42",
pages = "355--373",
journal = "British Journal of Special Education",
issn = "0952-3383",
publisher = "Wiley-Blackwell",
number = "4",

}

RIS

TY - JOUR

T1 - An evaluation of key working for families of children and young people with special educational needs and disabilities

AU - Mengoni, Silvana

AU - Bardsley, Janet

AU - Oates, John

N1 - This is the accepted version of the following article: Silvana Mengoni, Janet Bardsley and John Oates, 'An evaluation of key working for families of children and young people wiht special educational needs and disabilities', BJSE, Vol 42(4): 355-373, which has been published in final form at htpp://dx.doi.org/10.1111/1467-8578.12102 This article may be used for non-commercial purposes in accordance with the Wiley Self-Archiving Policy [ http://olabout.wiley.com/WileyCDA/Section/id-820227.html ]. © 2015 NASEN

PY - 2015/12/1

Y1 - 2015/12/1

N2 - Key working is a way of supporting children and young people with special educational needs and disabilities (SEND) and their families, and is highly regarded by families and practitioners. However, there is a lack of up-to-date research exploring key working in the current context of policy reforms in England. This article reports an evaluation of key working in four sites in England, with a particular focus on the SEND policy reforms. Key working resulted in a number of positive outcomes for children and young people, families and services, including helping services to meet the requirements of the SEND reforms. Challenging aspects included managing transitions and the relationship between key working practitioner and family, but successful strategies were identified. Key working supports the implementation of specific aspects of the English SEND reforms along with more general cultural change in services to align with families' needs and well-established aspects of good practice

AB - Key working is a way of supporting children and young people with special educational needs and disabilities (SEND) and their families, and is highly regarded by families and practitioners. However, there is a lack of up-to-date research exploring key working in the current context of policy reforms in England. This article reports an evaluation of key working in four sites in England, with a particular focus on the SEND policy reforms. Key working resulted in a number of positive outcomes for children and young people, families and services, including helping services to meet the requirements of the SEND reforms. Challenging aspects included managing transitions and the relationship between key working practitioner and family, but successful strategies were identified. Key working supports the implementation of specific aspects of the English SEND reforms along with more general cultural change in services to align with families' needs and well-established aspects of good practice

KW - key working

KW - key workers

KW - child disability

KW - child development

KW - service evaluation

U2 - 10.1111/1467-8578.12102

DO - 10.1111/1467-8578.12102

M3 - Article

VL - 42

SP - 355

EP - 373

JO - British Journal of Special Education

JF - British Journal of Special Education

SN - 0952-3383

IS - 4

ER -