the importance of standards of pupil achievement Farrell, Michael creator text New York ; London Continuum 2001 monographic xvii, 110 pages ; 22 cm Ch. 1. Defining special educational needs and related terms -- Disability in the United States of America -- Special Educational Needs in Scotland and Northern Ireland -- Definition of SEN in England and Wales -- Learning difficulties -- Disability -- The World Health Organization constructs of health-related experiences -- Establishing 'needs' -- Should context or criteria determine SEN? -- Manageability -- Standards (broadly defined) and progress -- 'Prior attainment' in relation to standards -- Potential confusion between SEN and other factors -- Ch. 2. Identifying, assessing and providing for SEN -- The SEN Code of Practice -- Principles and policies -- Partnership -- Identification, assessment and provision -- Statutory assessments, statements and annual reviews -- Thresholds -- Ch. 3. Curriculum and assessment and target-setting -- Curriculum and assessment in England and Wales -- Curriculum and assessment in the USA -- Issues for SEN -- Target-setting -- Potentially negative effects of target-setting on schools working with pupils with SEN -- Statutory targets as a possible inhibitor of mainstream inclusion -- Target-setting for pupils with SEN -- Benchmarking -- Value added measures: baseline assessment as an indicator of value added -- Ch. 4. Inclusion -- Defining inclusion -- Social inclusion -- Inclusion in the USA -- Full inclusion -- Some reservations about unqualified inclusion -- 'Educational inclusion' and standards -- Ch. 5. Special education funding according to levels of achievement -- The rise and rise of special education funding -- National allocation of funds in England and Wales -- Local allocation of funds in England and Wales -- Statements of SEN -- Difficulties with school-based contextual judgements of SEN and the benefits of 'objective' criteria -- A continuum of provision for a continuum of need -- Funding of SEN in the USA -- SEN funding -- a case study -- Ch. 6. The use of SEN standards and progress data with pupil information -- Pupil data on standards and progress -- Examining standards and progress data in relation to other pupil factors -- Examining standards and progress data in relation to gender -- Ethnicity: data, issues and responses -- Main learning difficulty: data, issues and responses -- Social background: data, issues and responses -- Age: data, issues and responses -- Information other than reading scores -- Ch. 7. The use of SEN standards and progress data for 'stable' school provision -- Quality of teaching -- School organization -- Pupil organization -- Ch. 8. SEN standards and progress data for 'variable' school provision and the role of documentation -- Professional support -- Parents -- The community -- Documentation -- Ch. 9. The special school -- Definitions -- Identification and assessment -- Curriculum, assessment and target-setting -- Inclusion and the 'new' role of the special school -- Funding -- The use of SEN standards and progress with data pupil information -- The use of SEN standards and progress data for 'stable' school provision -- The use of SEN standards and progress data for 'variable' school provision -- Ch. 10. Conclusion. Michael Farrell Special education 371.9 FAR 9780826454324