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.
Is the Integration of Children with Special Needs Happening?: an analysis of recent statistics of pupils in special schools
Abstract It is commonly supposed that there is an increasing trend towards the integration of pupils with special needs into ordinary schools. This claim is tested by an analysis of changes in the size of the special school population and in the proportion of all children who attend special schools, between 1978 and 1982. Overall, there is no evidence of a trend towards integration. However, different results emerge for different statutory categories of handicap. There isevidence of integration in the case of children with sensory handicaps, but in the case of children with learning difficulties and those termed maladjusted there is clear evidence of a trend towards increasing segregation, especially in the primary age group. This trend has been particularly pronounced amongst the very youngest children. It is argued that the most influential cause of the trends observed has been the changing role and nature of special schools, rather than a decline in the tolerance of ordinary schools for children with l...