By Tony Cline, Norah Frederickson
Analyses the influence on teenagers with distinctive academic wishes of laws, tips and different tasks in schooling, together with curricular, organisational and structural projects. This identify covers matters resembling dyspraxia, the contribution of neuroscience, and our knowing of SEN.
content material: entrance disguise web page; part name web page; identify web page; Copyright web page; Contents web page; Acknowledgements; half ONE; ideas and ideas; half ; overview in context; half 3; components of desire; References; Index; finish hide Page.
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Special Educational Needs, Inclusion and Diversity, 2nd Edition
Analyses the effect on teenagers with designated academic wishes of laws, information and different tasks in schooling, together with curricular, organisational and structural projects. This identify covers matters reminiscent of dyspraxia, the contribution of neuroscience, and our realizing of SEN. content material: entrance hide web page; part identify web page; identify web page; Copyright web page; Contents web page; Acknowledgements; half ONE; rules and ideas; half ; review in context; half 3; parts of desire; References; Index; finish hide web page.
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Extra info for Special Educational Needs, Inclusion and Diversity, 2nd Edition
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But the allocation of funds depended on pupil numbers; schools were ranked on ‘league tables’ that were to be based on the overall performance of their pupils in National Curriculum subjects. If schools allocated resources to pupils with SEN whose performance might not raise the aggregate achievement level, they were making what would appear in an open financial market a risky investment. Another effect of the changes was to force LAs to delegate a steadily higher proportion of their funds to schools.
It was argued that these features of the situation allowed educational standards to remain depressed and inhibited any urge to achieve excellence. Furthermore, the fact that schools in the public sector were designed to be similar and that there were restrictions on enrolment meant that parents effectively had no choice and that children’s diverse needs could not be met. ) The reforms presented as a solution to these problems involved: • enhancing quality by creating more competition between schools for resources and public support; • • encouraging greater diversity in the organization and funding of schools; • giving schools greater autonomy from LEAs in their day-to-day management while making them more accountable.
2005: 155). 4 Drawing a successful multi-agency team Glenny (2005) described three case studies of inter-agency support for local partnerships of schools. She noted: A key theme emerging from the case studies was that of control of the working environment. In the first case study everyone seemed to feel subject to forces outside their control and, as the researcher tracking down possible causes for this, I began to fancifully personify the force as a dragon: it was powerful, it demanded ritual sacrifice which might or might not appease, for example, the procedures for statutory assessment, and yet it was also mythical, because the agency (ability to act) must, in reality, surely be with the human players?