Standards and special educational needs : (Record no. 5689)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 03663nam a22001457a 4500 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| ISBN | 9780826454324 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 371.9 FAR |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Farrell, Michael |
| 245 ## - TITLE STATEMENT | |
| Title | Standards and special educational needs : |
| Sub Title | the importance of standards of pupil achievement / |
| Statement of responsibility, etc | Michael Farrell |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | New York ; London : |
| Name of publisher | Continuum, |
| Year of publication | 2001 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | xvii, 110 pages ; 22 cm |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Ch. 1. Defining special educational needs and related terms --<br/>Disability in the United States of America --<br/>Special Educational Needs in Scotland and Northern Ireland --<br/>Definition of SEN in England and Wales --<br/>Learning difficulties --<br/>Disability --<br/>The World Health Organization constructs of health-related experiences --<br/>Establishing 'needs' --<br/>Should context or criteria determine SEN? --<br/>Manageability --<br/>Standards (broadly defined) and progress --<br/>'Prior attainment' in relation to standards --<br/>Potential confusion between SEN and other factors --<br/>Ch. 2. Identifying, assessing and providing for SEN --<br/>The SEN Code of Practice --<br/>Principles and policies --<br/>Partnership --<br/>Identification, assessment and provision --<br/>Statutory assessments, statements and annual reviews --<br/>Thresholds --<br/>Ch. 3. Curriculum and assessment and target-setting --<br/>Curriculum and assessment in England and Wales --<br/>Curriculum and assessment in the USA --<br/>Issues for SEN --<br/>Target-setting --<br/>Potentially negative effects of target-setting on schools working with pupils with SEN --<br/>Statutory targets as a possible inhibitor of mainstream inclusion --<br/>Target-setting for pupils with SEN --<br/>Benchmarking --<br/>Value added measures: baseline assessment as an indicator of value added --<br/>Ch. 4. Inclusion --<br/>Defining inclusion --<br/>Social inclusion --<br/>Inclusion in the USA --<br/>Full inclusion --<br/>Some reservations about unqualified inclusion --<br/>'Educational inclusion' and standards --<br/>Ch. 5. Special education funding according to levels of achievement --<br/>The rise and rise of special education funding --<br/>National allocation of funds in England and Wales --<br/>Local allocation of funds in England and Wales --<br/>Statements of SEN --<br/>Difficulties with school-based contextual judgements of SEN and the benefits of 'objective' criteria --<br/>A continuum of provision for a continuum of need --<br/>Funding of SEN in the USA --<br/>SEN funding --<br/>a case study --<br/>Ch. 6. The use of SEN standards and progress data with pupil information --<br/>Pupil data on standards and progress --<br/>Examining standards and progress data in relation to other pupil factors --<br/>Examining standards and progress data in relation to gender --<br/>Ethnicity: data, issues and responses --<br/>Main learning difficulty: data, issues and responses --<br/>Social background: data, issues and responses --<br/>Age: data, issues and responses --<br/>Information other than reading scores --<br/>Ch. 7. The use of SEN standards and progress data for 'stable' school provision --<br/>Quality of teaching --<br/>School organization --<br/>Pupil organization --<br/>Ch. 8. SEN standards and progress data for 'variable' school provision and the role of documentation --<br/>Professional support --<br/>Parents --<br/>The community --<br/>Documentation --<br/>Ch. 9. The special school --<br/>Definitions --<br/>Identification and assessment --<br/>Curriculum, assessment and target-setting --<br/>Inclusion and the 'new' role of the special school --<br/>Funding --<br/>The use of SEN standards and progress with data pupil information --<br/>The use of SEN standards and progress data for 'stable' school provision --<br/>The use of SEN standards and progress data for 'variable' school provision --<br/>Ch. 10. Conclusion. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Special education |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Stack text books |
| Withdrawn status | Lost status | Damaged status | Not for loan | Collection code | Home library | Current library | Date acquired | Total Checkouts | Full call number | Accession Number | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 18/1 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 20/01/2020 | 371.9 FAR | 17617 | 20/01/2020 | 20/01/2020 | Stack text books |