Contents -- About the author -- Acknowledgements -- Introduction -- CHAPTER 1 Defining special educational needs and related terms -- Introduction -- Disability in the United States of America -- Special Educational Needs in Scotland and Northern Ireland -- Definition of SEN in England and Wales -- Learning difficulties -- Disability -- The World Health Organization constructs of health-related experiences -- Establishing 'needs' -- Should context or criteria determine SEN? -- Manageability -- Standards (broadly defined) and progress -- 'Prior attainment' in relation to standards -- Potential confusion between SEN and other factors -- Pupils who have English as an additional language -- Pupils with low attainment because of poor opportunities -- Very able pupils -- Summary -- References -- CHAPTER 2 Identifying, assessing and providing for SEN -- Introduction -- The SEN Code of Practice -- Principles and policies -- Partnership -- Identification, assessment and provision -- Statutory assessments, statements and annual reviews -- Thresholds -- Summary -- References -- CHAPTER 3 Curriculum and assessment and target-setting -- Introduction -- Curriculum and assessment in England and Wales -- Curriculum and assessment in the USA -- Issues for SEN -- Target-setting -- Potentially negative effects of target-setting on schools working with pupils with SEN -- Statutory targets as a possible inhibitor of mainstream inclusion -- Target-setting for pupils with SEN -- Benchmarking -- Value added measures: baseline assessment as an indicator of value added -- Summary -- References -- CHAPTER 4 Inclusion -- Introduction -- Defining inclusion -- Social inclusion -- Inclusion in the USA -- Full inclusion -- Some reservations about unqualified inclusion -- 'Educational inclusion' and standards -- Summary -- References.

CHAPTER 5 Special education funding according to levels of achievement -- Introduction -- The rise and rise of special education funding -- National allocation of funds in England and Wales -- Local allocation of funds in England and Wales -- Statements of SEN -- Difficulties with school-based contextual judgements of SEN and the benefits of 'objective' criteria -- A continuum of provision for a continuum of need -- Funding for SEN in the USA -- SEN funding - a case study -- Summary -- References -- CHAPTER 6 The use of SEN standards and progress data with pupil information -- Introduction -- Pupil data on standards and progress -- Examining standards and progress data in relation to other pupil factors -- Examining standards and progress data in relation to gender -- Issues arising from the data in relation to gender -- Possible school responses -- Ethnicity: data, issues and responses -- Main learning difficulty: data, issues and responses -- Social background: data, issues and responses -- Age: data, issues and responses -- information other than reading scores -- Summary -- References -- CHAPTER 7 The use of SEN standards and progress data for 'stable' school provision -- Introduction -- Quality of teaching -- A model to assess the quality of teaching -- Teaching pupils with SEN -- Linking quality of teaching and curriculum access -- Systems supporting and enhancing the quality of teaching -- Comparing teaching provision -- School organization -- Staff and pupils -- Staff roles and responsibilities -- Some difficulties of staff allocation -- The role of the SENCO -- Pupil organization -- Whole-school organization -- Classroom organization -- The use of standards and progress data in relation to school organization -- Summary -- References -- CHAPTER 8 SEN standards and progress data for 'variable' school provision and the role of documentation.

Introduction -- Professional support -- Parents -- The community -- Documentation -- Transition from primary school to secondary school -- Individual Education Plans -- The SEN policy -- Summary -- References -- CHAPTER 9 The special school -- Introduction -- Definitions -- Identification and assessment -- Curriculum, assessment and target-setting -- Inclusion and the 'new' role of the special school -- Funding -- The use of SEN standards and progress with data pupil information -- The use of SEN standards and progress data for 'stable' school provision -- The use of SEN standards and progress data for 'variable' school provision -- Summary -- References -- CHAPTER 10 Conclusion -- Index -- A -- B -- C -- D -- E -- F -- G -- I -- L -- M -- N -- O -- P -- Q -- S -- T -- U -- V -- W.