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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.
Special needs provision: assessment, concern and action
- Author:
- SEWELL Geof
- Publisher:
- Cassell
- Publication year:
- 1996
- Pagination:
- 205p.,bibliog.
- Place of publication:
- London
Aimed primarily at teachers, but also useful for all those involved with children with special needs. Looks at practical ways of meeting children's special educational needs in the context of the ordinary classroom. Includes chapters on: special needs coordinators; school-based assessment; speaking and listening in the assessment process; inservice training in reading; talented and more able pupils; emotional and behavioural difficulties; attendance; and integrating statemented pupils.