Gwent Reviews Its Needs
Gwent Education Authority systematically evaluates its policies, procedures, administration and the financial arrangements for young people with special educational needs. Julien Kramer, director of education, London Borough of Greenwich, until recently divisional director of education, School Support and Finance, Gwent, who has been working with service partners, the voluntary bodies and the district auditor, highlights strengths and weaknesses in service arrangements in Gwent and sets an agenda for change in anticipation of the requirements of the 1993 Education Act.
Special educational needs and the voluntary groups. A report on the consultative process
Abstract Derbyshire an English county authority, recently held a series of consultative meetings with the voluntary bodies and support organisations to review its educational arrangements for children and young people with special educational needs and to plan future provision. The consultative process is described and discussed. Issues emerging from the consultations are assessed against a background of current special educational needs developments in the education service and with regard to the changing nature of those English voluntary organisations representing the interests of young people with serious learning difficulties or serious disability.
Marxism and Educational Theory: Origins and Issues
Introduction 1. The Development of Marxist Theory 2. The Development of Postmodernist Theory 3. The Sociological Context: The Place of Marxism and Postmodernism in Educational Theory 4. Postmodernism, Marxism and Educational Theory: A Critical Analysis 5. Postmodernism, Marxism and Educational Practice: A Critical Analysis 6. Globalization, Marxism and the Future of Education Conclusion