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Standards and Special Education Needs : The Importance of Standards of Pupil Achievement - Michael Farrell

Standards and Special Education Needs

The Importance of Standards of Pupil Achievement

Paperback

Published: 9th January 2002
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Amidst all of the bureaucracy and policy concerning special educational needs (SEN), it is easy to lose sight of the role of standards in the education of pupils with SEN. This book places the role of standards at the center of the stage, showing:

- what is meant by standards

- how they are measured

- how they can be improved

- what pitfalls need to be avoided

Topics include: legislation; identification of SEN; target setting; benchmarking; "value added; " inclusive education; and resources. The book focuses on UK education systems but includes frequent and sustained comparison with USA. There are also references to Canada, New Zealand and South Africa.

About the author
Acknowledgements
Introduction
Defining special educational needs and related termsp. 1
Disability in the United States of Americap. 1
Special Educational Needs in Scotland and Northern Irelandp. 3
Definition of SEN in England and Walesp. 3
Learning difficultiesp. 5
Disabilityp. 5
The World Health Organization constructs of health-related experiencesp. 6
Establishing 'needs'p. 7
Should context or criteria determine SEN?p. 7
Manageabilityp. 9
Standards (broadly defined) and progressp. 10
'Prior attainment' in relation to standardsp. 11
Potential confusion between SEN and other factorsp. 12
Identifying, assessing and providing for SENp. 15
The SEN Code of Practicep. 15
Principles and policiesp. 15
Partnershipp. 16
Identification, assessment and provisionp. 16
Statutory assessments, statements and annual reviewsp. 19
Thresholdsp. 21
Curriculum and assessment and target-settingp. 25
Curriculum and assessment in England and Walesp. 25
Curriculum and assessment in the USAp. 27
Issues for SENp. 28
Target-settingp. 30
Potentially negative effects of target-setting on schools working with pupils with SENp. 31
Statutory targets as a possible inhibitor of mainstream inclusionp. 32
Target-setting for pupils with SENp. 33
Benchmarkingp. 34
Value added measures: baseline assessment as an indicator of value addedp. 34
Inclusionp. 39
Defining inclusionp. 39
Social inclusionp. 40
Inclusion in the USAp. 41
Full inclusionp. 41
Some reservations about unqualified inclusionp. 42
'Educational inclusion' and standardsp. 44
Special education funding according to levels of achievementp. 49
The rise and rise of special education fundingp. 49
National allocation of funds in England and Walesp. 50
Local allocation of funds in England and Walesp. 51
Statements of SENp. 52
Difficulties with school-based contextual judgements of SEN and the benefits of 'objective' criteriap. 53
A continuum of provision for a continuum of needp. 55
Funding of SEN in the USAp. 56
SEN funding - a case studyp. 57
The use of SEN standards and progress data with pupil informationp. 63
Pupil data on standards and progressp. 64
Examining standards and progress data in relation to other pupil factorsp. 65
Examining standards and progress data in relation to genderp. 65
Ethnicity: data, issues and responsesp. 67
Main learning difficulty: data, issues and responsesp. 67
Social background: data, issues and responsesp. 68
Age: data, issues and responsesp. 69
Information other than reading scoresp. 70
The use of SEN standards and progress data for 'stable' school provisionp. 73
Quality of teachingp. 74
School organizationp. 78
Pupil organizationp. 80
SEN standards and progress data for 'variable' school provision and the role of documentationp. 85
Professional supportp. 85
Parentsp. 87
The communityp. 88
Documentationp. 89
The special schoolp. 95
Definitionsp. 96
Identification and assessmentp. 96
Curriculum, assessment and target-settingp. 96
Inclusion and the 'new' role of the special schoolp. 99
Fundingp. 100
The use of SEN standards and progress with data pupil informationp. 100
The use of SEN standards and progress data for 'stable' school provisionp. 101
The use of SEN standards and progress data for 'variable' school provisionp. 102
Conclusionp. 105
Indexp. 109
Table of Contents provided by Blackwell. All Rights Reserved.

ISBN: 9780826454317
ISBN-10: 0826454313
Series: Integrating Information and Communications Technology in Education Ser.
Audience: General
Format: Paperback
Language: English
Number Of Pages: 130
Published: 9th January 2002
Country of Publication: GB
Dimensions (cm): 21.59 x 14.07  x 1.14
Weight (kg): 0.17
Edition Number: 1