1 Implementing Inclusiveness Realising Potential, The Beattie Committee Report, Scottish Executive, 1999
2 How good is our school? Revised Edition, HMIE 2002
3 SFEFC/HMIE Quality Framework, July 2001
4 A Manual of Good Practice in Special Educational Needs, SOEID, 1998.
5 See Case Study B
6 How good is our school? (2002 edition) HM Inspectorate of Education
7 Section 2 of Specification for the Review of Standards and Quality in Further Education, Scottish Further Education Funding Council/HM Inspectorate of Education, July 2001
8 The 'wider professional network' refers to the group of people who play a part in the transition process within a local area. How it operates varies from place to place. Sometime schools make arrangements on an individual basis, through a future needs meeting and/or contact with the other personnel involved, for example the careers adviser and social worker. In many areas the agencies involved recognise the importance of co-ordinating their support for school leavers and have formed groups which meet from time to time. These often include a range of providers of post-school placements, including training providers, employers, project managers and social work day care services. The network members use the meetings to exchange information and carry out joint planning for the overall transition process (see Case Study C). Arrangements for individuals are made through separate contacts among the relevant people.
9 2002 edition