Cracking the Code for EBD
Abstract This paper examines the implications of proposed changes KEYWORDS to the Special Educational Needs Code of Practice for England and Wales, in particular the altered criteria for determining whether children have emotional and behavioural difficulties which call for their LEA to make additional resources available to them. It is argued that those changes come from a perceived need to reduce special education expenditure and to reverse a statistical upward trend in the number of children who have special education statements. Some of the forces which may account for the proposed changes are examined.