Standards and Special Education Needs: The Importance of Standards of Pupil AchievementBloomsbury Publishing, 2001 M10 1 - 130 páginas 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 centre of the stage, showing:- what is meant by standards- how they are measured- how they can be improved- what pitfalls need to be avoidedTopics include: legisaltion; identification of SEN; target settting; benchmarking; "value added"; inclusive education; and resources. The book focuses on UK education systmes but includes frequent and sustained comparison with USA. There are also references to Canada, New Zealand and South Africa. |
Contenido
| 1 | |
CHAPTER 2 Identifying assessing and providing for SEN | 15 |
CHAPTER 3 Curriculum and assessment and targetsetting | 25 |
CHAPTER 4 Inclusion | 39 |
CHAPTER 5 Special education funding according to levels of achievement | 49 |
CHAPTER 6 The use of SEN standards and progress data with pupil information | 63 |
CHAPTER 7 The use of SEN standards and progress data for stable school provision | 73 |
CHAPTER 8 SEN standards and progress data for variable school provision and the role of documentation | 85 |
CHAPTER 9 The special school | 95 |
CHAPTER 10 Conclusion | 105 |
Index | 109 |
Otras ediciones - Ver todas
Standards and Special Education Needs: The Importance of Standards of Pupil ... Michael Farrell Vista previa limitada - 2001 |
Standards and Special Educational Needs: The Importance of Standards of ... Michael Farrell Sin vista previa disponible - 2001 |
Standards and Special Education Needs: The Importance of Standards of Pupil ... Michael Farrell Sin vista previa disponible - 2002 |
Términos y frases comunes
access to learning allocated approach areas Baseline Assessment benchmarking Chapter child compared considered context Curriculum and Assessment Department for Education DfEE disability educa Education Act 1996 Education and Employment effective emotional and social end of Key England and Wales example factors Farrell funding GCSE Green Paper identified important indicate judgements Key Stage learning support assistants local education authorities London low attainment main learning difficulty mainstream schools ment Michael Farrell number of pupils OFSTED parents personal and social Programme progress data progress of pupils progress trigger provide for pupils pupil achievement pupils with behavioural pupils with SEN quality of teaching raising standards relating role school for pupils school provision secondary school SENCO set targets similar skills slow progress social difficulties Special Educational Needs special schools staff standards and progress standards of achievement standards of pupil target-setting Teacher Training Agency tion trigger value added measures
Pasajes populares
Página 4 - Children have a learning difficulty if they: (a) have a significantly greater difficulty in learning than the majority of children of the same age; or (b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age...
Página 27 - The new statement sets out three key principles for inclusion: • setting suitable learning challenges; • responding to pupils' diverse learning needs; • overcoming potential barriers to learning and assessment for individuals and groups of pupils.
Página 2 - To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
Página 4 - A child has special educational needs if he has a learning difficulty which calls for special educational provision to be made for him.
Página 39 - Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.
Página 5 - A physical or mental impairment which has a substantial and long term adverse effect on his or her ability to carry out normal day to day activities' (www.opsi.gov.uk/acts/actsl995).
Página 28 - All knowledge is of itself of some value. There is nothing so minute or inconsiderable, that I would not rather know it than not. In the same manner, all power, of whatever sort, is of itself desirable. A man would not submit to learn to hem a ruffle...
Página 80 - Strategic Direction and Development of SEN Provision in the School • Teaching and Learning • Leading and Managing Staff • Efficient and Effective Deployment of Staff and Resources (TTA.
Página 42 - The ultimate purpose of SEN provision is to enable young people to flourish in adult life. There are therefore strong educational, as well as social and moral, grounds for educating children with SEN with their peers.
Página 34 - An idealist is one who, on noticing that a rose smells better than a cabbage, concludes that it will also make better soup.