First published in 1992. Special educational needs are being defined
in new ways. Changing laws and perspectives in many countries present
new challenges to practitioners. The fundamental shift underlying all
these changes is the idea that handicap is not an absolute phenomenon,
that special educational needs are relative to a person’s
environment. Once this is accepted, it is inevitable that there will
be a radical re-examination of how such needs are identified and how
they are assessed. This book draws together a range of contributions
from leading figures in special education worldwide, to emphasise
assessment in the service of prevention, of teaching, and of
mainstreaming and integration. It is not enough to understand
children’s individual strengths and weaknesses. The primary
objective of assessment is to guide intervention, and for that purpose
it must have a broader focus and not concentrate exclusively on the
target individuals who appear to have disabilities or learning
difficulties: the learning environment is equally important as a focus
for assessment. The book is divided into three sections that explore
three broad themes: empowering children and parents during the
assessment process; designing assessment so that it supports the
integration and mainstreaming of children rather than their
segregation; and making improvements through specific approaches to
assessment.
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Produktdetaljer
ISBN
9780429996559
Publisert
2018
Utgave
1. utgave
Utgiver
Vendor
Routledge
Språk
Product language
Engelsk
Format
Product format
Digital bok