Potential for England’s statutory school entry assessment to identify special educational needs and reveal structural inequalities: a population-based study

Wood, M.L., Gunning, L., Relins, S. et al. (4 more authors) (2024) Potential for England’s statutory school entry assessment to identify special educational needs and reveal structural inequalities: a population-based study. Archives of Disease in Childhood, 109 (1). pp. 52-57. ISSN 0003-9888

Abstract

Metadata

Item Type: Article
Authors/Creators:
  • Wood, M.L.
  • Gunning, L.
  • Relins, S.
  • Sohal, K.
  • Wright, J.
  • Mon-Williams, M.
  • Atkinson, A.L.
Copyright, Publisher and Additional Information:

© Author(s) (or their employer(s)) 2023. Re-use permitted under CC BY. Published by BMJ. https://creativecommons.org/licenses/by/4.0/ This is an open access article distributed in accordance with the Creative Commons Attribution 4.0 Unported (CC BY 4.0) license, which permits others to copy, redistribute, remix, transform and build upon this work for any purpose, provided the original work is properly cited, a link to the licence is given, and indication of whether changes were made.

Dates:
  • Published: January 2024
  • Published (online): 12 October 2023
  • Accepted: 13 September 2023
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Psychology (Leeds)
Depositing User: Symplectic Publications
Date Deposited: 11 Oct 2023 12:02
Last Modified: 19 Nov 2024 14:48
Status: Published
Publisher: BMJ
Identification Number: 10.1136/archdischild-2023-325590
Open Archives Initiative ID (OAI ID):

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