Assessment Of Special Educational Needs Research Articles

Abduction in the Assessment of Special Educational Needs - Learning Disability

The diagnostic categories used to define learning disability are not standardized, and categorization systems are vague. This study aimed to explore the diagnostic methodology and strategies used to identify learning disabilities. The aim is to identify abductions in diagnostics in the field of special education. Interpreting diagnostics in remedial education using abduction can help identify learning disabilities more accurately. In the previous research phase, we conducted a meta-analysis of 11 expert reviews to identify abduction using fuzzy logic, fsQCA, and Boolean algebra. This study allowed for the creation of a new abductive diagnostic model. Based on these results, the reliability of the diagnostic process can be increased, and the diagnostic model can be used to detect learning disabilities or other types of problems and to identify sufficient conditions underlying a given phenomenon. Neither qualitative content analysis nor fsQCA revealed a relationship between all variables at a sufficient depth. Thus, in the present study, we moved on to Bayesian meshes, which shift and attempt to reorder previously identified variables based on conditional probability. We hypothesized that the Bayesian mesh and abduction application together may already be an efficient tool, which also anticipates the possibility of automation.

A theoretical application of epistemological oppression to the psychological assessment of special educational needs; concerns and practical implications for anti-oppressive practice

There has been brief but important discussion regarding the concepts of “oppression” and “anti-oppression” in the educational psychology professional practice literature. This article aims to both further and focus this discussion. In particular, the concept of “epistemological oppression” is introduced and the significance it has for the meaning-making and knowledge construction activities of educational psychology practice is explored. A conceptual application of two predominant theories of epistemological oppression, Standpoint Theory and the Three Levels of Epistemological Oppression theory, is made with regard to the psychological assessment of special educational needs (SEN). It is posited that as psychological assessment of SEN is fundamentally an epistemological endeavour these two theories provide a crucial framework through which educational psychologist (EPs) may base reflective practice in order to realise and ameliorate potential oppression. It is concluded that EPs have a responsibility to orient themselves toward the potential for epistemological oppression in their work and help towards its amelioration.

Statutory assessment of the class? Supporting the additional needs of the learning context

This paper considers issues of funding of support for students facing difficulties in learning, and the role of assessment and labelling within this process. It explores the tensions within this process using a Foucauldian framework, and from the key perspectives of social justice and rights. Drawing on a range of literature it identifies the focus upon the individual within assessment processes around the world, and then considers in detail the strengths and weaknesses of the current form of Statutory Assessment of Special Educational Needs within England. The paper proposes an alternative funding system that resolves shortcomings within the individual approach and the English system. It suggests that a Class Funding Approach could build on a notion of justice for all, reduce the opportunities for wide variations in provision, and minimise the negative impact of current dividing practices.

Parents as partners: parents’ perceptions of partnership in Northeren Ireland

The introduction of the Code of Practice on the Identification and Assessment of Special Educational Needs in Northern Ireland has brought to the foreground the issue of parents as partners. Twenty parents of children attending two schools in Belfast for children experiencing learning difficulties were interviewed to determine their perceptions of their role during the process of Stages 4 and 5 of the implementation of the Code. The parents emphasised a sense of anger, frustration and isolation.

The Assessment of Special Educational Needs in Scotland - Retrospect and Prospect

The Assessment of Special Educational Needs in Scotland - Retrospect and Prospect

Developing a code of practice for disability coordinators

In England and Wales the Code of Practice on the Identification and Assessment of Special Educational Needs, and the role of the special needs coordinator, are well established at statutory level, but they are neither universal nor well established in the higher education (HE) sector. Where disability services do exist in HE, they vary in staffing, policy and practices, and disability coordinators have many concerns about the service they provide. In Australia the tertiary sector has recently developed a code of practice for students with disabilities, and in the USA the Association on Higher Education and Disability has developed a code of ethics for its members. A survey of HE disability coordinators on the issues and dilemmas experienced in their work and their views on the need for a code of ethics was undertaken in February 1998 by Skill (National Bureau for Students with Disabilities) and the University of East London. The findings and proposed strategies are discussed in the light of current initiatives for disability services in HE.

The Effects of Season of Birth, Sex and Cognitive Abilities on the Assessment of Special Educational Needs

A study of the birth dates, sex and cognitive abilities of children with special educational needs (SEN) was carried out at a comprehensive school in England. A log-linear analysis demonstrated large and separate effects of the explanatory variables season of birth and sex upon the probability of receiving special educational needs support. However, no significant interaction between these variables was detected. Summer- and spring-born children were significantly over-represented compared to those pupils born in the autumn. Males were significantly over-represented compared to females. Descriptive statistics were used to examine the influence of cognitive ability upon SEN classification and how this variable may affect the strength of birthdate effects found in data derived from individual schools. The causes of inequalities related to age differences within year cohorts are discussed in relation to previous studies and suggestions for further research are made.

Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school

Given that research has suggested that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a survey was undertaken into the attitudes of student teachers toward the inclusion of children with special needs in the ordinary school. The sample was comprised of 135 students who were completing their teacher training courses at a university School of Education. The analysis revealed that the respondents held positive attitudes toward the general concept of inclusion but their perceived competence dropped significantly according to the severity of children's needs as identified by the UK “Code of Practice for the Identification and Assessment of Special Educational Needs”. Moreover, children with emotional and behavioural difficulties were seen as potentially causing more concern and stress than those with other types of special needs. Finally, the survey raised issues about the breadth and quality of initial teacher training in the UK. Nevertheless, the recommendations provided at the end of this paper regarding teacher training are applicable beyond the UK context.

The Assessment of Special Educational Needs for Bilingual Children

Tony Cline, Professor of Educational Psychology at the University of Luton and Chair of the Editorial Board of NASEN Journals, examines the challenges that face those involved in the assessment of the special educational needs of children for whom English is an additional language. He rejects some notions of the ideal that have stood in the way of achievable good practice and argues for a closer look at the learning environments in which children are placed.

Implementing the Code of Practice Pre‐school

Summary This article details the involvement of Lincolnshire County Psychology Service (LCPS) in bringing about change both at the county level, (local education authority and health service) and the LCPS level in the procedures for the identification and assessment of pre‐school children with special educational needs. A pre‐school model is described which is in keeping both with the consultation approach espoused by LCPS and the guidelines for the under‐fives set out in the Code of Practice on the Identification and Assessment of Special Educational Needs (DfE, 1994). The effectiveness of such county‐wide developments is outlined with reference to knowledge, process and outcome data.

Special educational needs co‐ordinators: elements of the job in the light of the Code of Practice

In England and Wales, the Code of Practice on the Identification and Assessment of Special Educational Needs now places emphasis on the role of the special educational needs co‐ordinator, or SENCO. Analyses the results of a study of 63 SENCOs, in primary and secondary schools in one urban local education authority in England. Examines status in school, levels of salary and time devoted to the role as well as the extent to which SENCOs managed other personnel, together with their reports on ways in which the use of resources was monitored within their schools. It appears that SENCOs’ status is being recognized in many schools, not just by their salary levels but by the time which they have available to devote to their jobs. Administrative burdens brought by the Code of Practice are a continuing concern. Concludes that most SENCOs continue to view resource monitoring as an accounting exercise rather than one in which pupil involvement can be linked to expenditure on inputs.

Points of Law

Issues Arising from the Implementation of the Code of Practice on the Identification and Assessment of Special Educational Needs

The Assessment of Special Educational Needs. Whose Problem?

Prefaces Notes on Authorship Abbreviations Acknowledgements List of figures and tables Disclaimers Part 1: The context of assessment 1. The origins and meaning of special educational needs 2. The 1988 Education Reform Act: liberator or albatross? 3. The allocation and negotiation of resources Part 2: Children's parents' and professional perspectives 4. Children's perspectives on assessment 5. Parents' participation 6. Educational psychologists: educationalists, clinicians or resource gatekeepers? Part 3: Looking beyond the data 7. Categories and social identities 8. Professional cultures and their consequences 9. Multidisciplinary assessment: Is it justified? 10. Conclusions

‘Go Forth and Coordinate!’ What special needs coordinators think about the Code of Practice

ABSTRACT The code of Practice on the Identification and Assessment of Special Educational Needs (1994) places new responsibility on the special needs coordinator (or SENCo) for its implementation and subsequent management. Many additional duties, as well as significant changes to existing practices, are required. This paper reports the experiences of a small group of SENCos in adopting the new arrangements. They suggest that the Code brings both benefits, including enhanced status and more effective provision for their pupils, and drawbacks, notably the failure to provide non‐teaching time for Code‐related administration.

The effects of bereavement on children in Hulberside secondary schools

John Holland, of the Humberside Special Needs Support Service, and Corinne Ludford, who teaches at the Bridlington School, North Humberside, cosider the effects of bereavement on children in schools and suggest ways of helping them. Evidence indicates that bereavement can impact heavily on the child resulting in vulnerability. The consequent problems were recognied in the recent Code of Practice on the Identification & Assessment of Special Educational Needs (1994) as potentially affecting the progress of children. Bereavement and associated problems are discussed in the context of the authors' small scale research in secondary schools in Humberside, and ways of helping the bereaved child in order to reduce special educational needs are suggested.

Grounds for Optimism about the Future of Special Educational Needs

In the wake of the 1993 Education Act and the recent implementation of the Code of Practice on the Identification and Assessment of Special Educational Needs (DFE, 1994), it is appropriate to reflect on some of the key issues in this field. In this article some recent publications dealing with Special Educational Needs will be reviewed with this in mind. Given that this is a time of important developments in the SEN field, it is appropriate that this coincides with the publication of Gulliford & Upton's Special Educational Needs. This book replaces Gulliford's earlier book of the same title that remained a classic text (if not the classic text) in the field for many years after its original publication in 1971. The new text is completely rewritten. The original was written entirely by Ron

Assessment of Special Educational Needs in Bilingual Pupils

Over the last decade much has been written about the changing practices of educational psychologists in the assessment of children with special educational needs, but there have been few empirical studies. The methodology used in looking at the working methods of educational psychologists has largely depended on questionnaire or interview studies rather than direct observation or an analysis of written reports. Since 1983 educational psychologists in England and Wales have had statutory duties under the 1981 Education Act to provide written advice on pupils undergoing formal assessment or reassessment. Although these reports offer a new source of information about working practices, there is little reference to them in the literature. The work reported here looked at 58 reports produced by educational psychologists on bilingual pupils who were in the formal assessment procedures of the 1981 Education Act. Standardized tests were commonly used and there was little reference made to cultural bias of these instruments or to the additional difficulties caused by assessment through the medium of a second language. Interpreters were not always used, and salient information on cultural and linguistic experiences was rarely included in the reports. The process of attempting to change working practice is discussed. It is concluded that the methodology used here, an analysis of written reports, more accurately reflects actual working practices than questionnaire or interview techniques.

The Code of Practice in schools: learning from Recording of Achievement

The debate about the Government's Code of Practice on the Identification and Assessment of Special Educational Needs has largely been concerned with procedural matters and resource implications, and not about developing appropriate teaching and learning responses to children with special needs. Robin Richmond (formerly a Senior LEA Inspector for SEN, now a Registered Inspector and Educational Consultant) argues that the process of Recording of Achievement has much in common with, and can inform, the school based stages of assessment in the Code of Practice. Recording of Achievement is an approach to assessment which recognises individual achievement, and in the process, identifies individual learning needs, and involves the learner in reviewing progress and setting new targets. It is, like all effective special education, child centered.

Reviews

Book reviewed in this article:The Assessment of Special Educational Needs: International Perspectives by Tony Cline (ed.)Practical Record Keeping for Special Schools by Hazel LawsonSocial Skills Training and the Professional Helper by John and Mary CollinsThe Reality of Dyslexia by John Osmond

Special Education in Parliament

The Draft Code of Practice on the Identification and Assessment of Special Educational Needs lays down a five‐stage procedure for responding to special educational needs (SEN). Announcing the launch of consultations on the code in the House of Commons on October 26, Schools Minister Mr Eric Forth described it as ‘setting a whole new framework for special education in the future’ and as ‘a major step forward’.