Assessing special educational needs
This book brings together a number of experts in the area of assessment for special educational needs, who collectively provide a range of perspectives on the many contemporary issues surrounding formal statutory assessment under the 1981 Education Act, and school-based assessment. It examines critically the appropriateness of current methods of assessing children's special educational needs, and discusses the relationships and tensions between assessment, provision and resourcing, as well as the fundamental and underlying principles of equal opportunities and entitlement. The book will be of particular interest and practical value to teachers and educational psychologists working in special educational needs settings, but will also be of value to governors, since assessment of children's progress generally has become such a public and even controversial issue.
