POLICY FOR SPECIAL EDUCATIONAL NEEDS AND DIFFICULTIES IN ENGLAND IN COMPARISON WITH TURKEY BETWEEN 1995-2011

Year 2019, Volume: 1 Issue: 1, 1 - 47, 01.02.2019

Sonia Blandford HAKAN Sarı

Abstract

The purpose of this paper is twofold: One is to describe in analyzing what had been done for
special education in considering effective factors for education of children with specail
educationalneeds and difficulties in England. The other one is to describe current issues of special
education in Turkey and with the aim of enhancing the education procedure and education qualities
competency based training described as a solution. Then the two countries wre compared with
each other what happened to the professionals’ believes and what practyices existed in each
country. Then the researchers will draw recommendations in terms of developing countries’ giving
such a good example of british experinces as one of the well developed countries in the world. This
paper explores a range of policy frameworks in play in the field of special educational needs and
their relationship with procedural fairness and substantive justice. Drawing on analysis of post1993 English and Scottish policy documents, dominant motifs in special educational needs policy
are identified. It is argued that in both England and Scotland, there is a shift away from a policy
framework based on professional control. Legal and bureaucratic policy frameworks are of
growing importance in both countries, but change has been more rapid in England. Finally, the
implications of comparative research for special educational needs policy and wider education
policy are discussed.

Keywords

Special education

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