Special educational needs and the Education Reform Act
Author(s)
Bibliographic Information
Special educational needs and the Education Reform Act
Trentham, 1992
Available at 1 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references and index
Description and Table of Contents
Description
New principles, practice, policies, procedures and provisions - these have been part of the revolutionary changes that have taken place since the Education Act of 1981, and no doubt the Schools Act of 1992. They provide the broad context within which this book was planned and written, by authorities in the field of special educational needs.
In straightforward terms, the authors address the issues arising as a result of the legislation and the implications for the financing and management of schools through the local management of schools provision. They show that the National Curriculum poses problems concerning pupils with special needs, perhaps the most contentious of all being the methods proposed, and being enacted for the assessment of pupil success, and the ways assessment will be used to determine the success of schools and of the education system overall.
This is a timely book for teachers and parents, and for all who have a commitment to education whether by direct participation or as a member of a wider educated, and educating, society.
by "Nielsen BookData"