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.
General
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