Code of Practice on the Identification and Assessment of Special Educational Needs.

Institution	Department for Education, London (England).
Titel	Code of Practice on the Identification and Assessment of Special Educational Needs.
Quelle	(1994), (179 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-85522-444-4
Schlagwörter	Recht; Stellungnahme; Disabilities; Disability Identification; Due Process; Elementary Secondary Education; Foreign Countries; Government School Relationship; Guidelines; Individualized Education Programs; Legal Responsibility; Models; Needs Assessment; Parent Rights; Parent School Relationship; Preschool Education; Public Policy; School Responsibility; School Role; Standards; Student Evaluation; United Kingdom + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Ausland; Richtlinien; Individualized education program; Individualisierendes Lernen; Strafmündigkeit; Analogiemodell; Bedarfsermittlung; Elternrecht; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school education; Vorschulerziehung; Öffentliche Ordnung; Standard; Schulnote; Studentische Bewertung; Großbritannien
Abstract	The United Kingdom's Code of Practice on the Identification and Assessment of Special Educational Needs is presented, along with an introduction explaining the code of practice, which gives guidance to local education authorities (LEAs) and school governing bodies on responsibilities toward children with special educational needs. Contents cover principles and procedures, school-based stages of assessment and provision, criteria for a statutory assessment and how it is conducted, content of a statement of special educational needs, assessments and statements for children under age 5, and the annual review of statements. The code recommends use of a staged approach by schools and LEAs to help match special educational provision to children's needs. As guidance, the code sets out a five-stage model which involves: identification of special educational needs, coordination of the child's educational provisions by the school's coordinator, support from outside specialists, preparation of a multidisciplinary assessment, and consideration of the need for a statement of special educational needs. Appendices include: information on transitional arrangements, a glossary, an index, and the text of the Education (Special Educational Needs) Regulations 1994. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC