Cracking the Code: reflections on the implications for teacher education and professional formation in England following the introduction of the Special Educational Needs and Disability Code of Practice 2014

Hellawell, Beate (2015) ‘Cracking the Code: reflections on the implications for teacher education and professional formation in England following the introduction of the Special Educational Needs and Disability Code of Practice 2014’, Research in Teacher Education, 5(1), pp. 15-19. (10.15123/PUB.4327).

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Divisions: Journals > Research in Teacher Education
Schools > Education and Communities, Cass School of
DOI: 10.15123/PUB.4327
Date Deposited: 15 Jul 2015 09:02
Copyright Information: © 2015 The Author
Official URL: http://www.uel.ac.uk/rite
Item Type: Article
Creators: Hellawell, Beate
Status: Published
Publisher: University of East London, Cass School of Education and Communities
Last Modified: 15 Jul 2015 10:51
Depositing User: Carly LIGHTFOOT
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