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Integration, integrity and effectiveness
- Author:
- SEWELL Geof
- Journal article citation:
- Disability and Society, 19(2), March 2004, pp.171-178.
- Publisher:
- Taylor and Francis
Until the mid-1990s, debates about integration tended to focus on the rights of disabled children to attend mainstream schools. However, more recent research has raised new concerns about the politics of integration from the 'standards' perspective. This Internet-based research project was designed to follow the 20 secondary schools in England, where more than 10% of the pupils had statements of special educational needs (SEN). Several of these schools are now being threatened with closure. This is either because they are failing to meet the Government's benchmark targets of 5+GCSEs at grades A-C, or because they are failing to attract sufficient numbers of mainstream pupils. However, these schools may well be seen as popular and successful by the parents of pupils with statements of special educational needs. Little appears to be known about how schools juggle these competing priorities successfully, and the author calls on readers of this journal to promote our understanding and their survival through a national conference.
Planning, teaching and assessing the curriculum for pupils with learning difficulties: general guidelines
- Author:
- QUALIFICATIONS AND CURRICULUM AUTHORITY
- Publisher:
- Qualifications and Curriculum Authority/Great Britain. Department for Education
- Publication year:
- 2001
- Pagination:
- 36p.
- Place of publication:
- London
These guidelines support the planning, development and implementation of the curriculum for pupils with learning difficulties. They draw on effective practice across a range of schools and can be used in mainstream and special primary schools, specialised schools and independent schools. They also provide support to the range of services that work with these schools.