Geoff Lindsay

The questions of values within special education are addressed in this work. The need for this derives from the changes in legislation and practice in the UK and abroad, including the development of inclusive education systems. The values underlying these and other developments are examined.

The integration of children with special needs into mainstream schools demands a reorganisation of staff and support levels both in schools and in the advisory services. Integration and the Support Service, illustrated with examples from a detailed case study of one Local Education Authority, shows how support services can most effectively be matched to needs and how new strategies for integration can be developed.

First Published in 1998. Baseline assessment will be compulsory from September 1998. Enshrined in the Education Act 1997, and subject to cross party support, baseline assessment has high popularity - at least in principle. This book reviews these different elements and purposes, and their implications for practice. The authors review the educational, psychological and psychometric factors which are relevant to developing baseline assessment and consider the socio-political context in which these initiatives are occurring.

Educational practice needs to become evidence informed. This book presents an investigation that explored a key aspect of educational practice in healthcare - the construct of Masters level clinical practice. The study was presented as partial fulfilment of a Doctorate in Education at the University of Warwick in the United Kingdom. A mixed methods approach converged findings from a quantitative Delphi study of 3 rounds, and an in- depth qualitative case study using semi-structured interviews and participant observation. There was good convergence of the data with clinical reasoning and knowledge identified as the most important components of the construct. This investigation provides important preliminary work, proposing a generic model that can be used as the basis for future research, informing course design, and the development of a tool for the assessment of student performance. This book will be valuable to medical and healthcare professionals and academics worldwide, at a time when evidence informed educational practice is essential.

First Published in 1998. Baseline assessment will be compulsory from September 1998. Enshrined in the Education Act 1997, and subject to cross party support, baseline assessment has high popularity - at least in principle. This book reviews these different elements and purposes, and their implications for practice. The authors review the educational, psychological and psychometric factors which are relevant to developing baseline assessment and consider the socio-political context in which these initiatives are occurring.

The questions of values within special education are addressed in this work. The need for this derives from the changes in legislation and practice in the UK and abroad, including the development of inclusive education systems. The values underlying these and other developments are examined.

The integration of children with special needs into mainstream schools demands a reorganisation of staff and support levels both in schools and in the advisory services. Integration and the Support Service, illustrated with examples from a detailed case study of one Local Education Authority, shows how support services can most effectively be matched to needs and how new strategies for integration can be developed.