Introduction -- Defining special educational needs -- How types of SEN and LEA criteria relate to pupils' standards and progress -- How identifying, assessing and providing for pupils with SEN is informed by pupils' standards and progress -- Curriculum and assessment and target-setting in 'academic' areas -- Personal and social development and behaviour and target-setting -- Inclusion -- Special educational funding according to achievement -- Using pupil attainment data for pupils with SEN and other information -- Standards and school provision for pupils with SEN -- The special school and other specialist SEN provision
Summary
Complex legislation, bureaucracy and limited resources all appear difficult obstacles to those involved in teaching children with special educational needs. Michael Farrell uses detailed real-life case studies to simplify often complicated processes
