Special educational needs: A resource for practitioners

Special Educational Needs: A Resource for Practitioners

Volumn , Issue , 2004, Pages 1-160

  Farrell, Michael ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84949765613     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781446215364     Document Type: Book

References (270)

1. Farrell, M. (2002) The Special Education Handbook (3rd edn). London: David Fulton.
2. This book includes appendices summarising SEN legislation, reports and consultative documents, regulations and guidance from the time of the Warnock Report to the present.
3. Safford, P.L. and Safford, E.J. (1996) A History of Childhood and Disability. New York, NY: Teachers College Press.
4. While the remit of this book is not quite as wide as it may appear at first, it provides a broad historical view of attitudes to, and provision for, children with learning difficulties and disabilities.
5. Department for Education and Skills (DfES) (2001a) Special Educational Needs Code of Practice. London: DfES.
6. Especially useful for the legal definition of SEN taken from the Education Act 1996 and for the various sections mentioned in this chapter relating to forms of support and the graduated approach.
7. Farrell, M. (2001) Standards and Special Educational Needs. London: Continuum.
8. Especially Chapters 1, 2 and 3.
9. Special Educational Needs and Disability Tribunal (annually) Annual Report. London: SENDIST.
10. Department for Education and Skills (DfES) (2003) The Report of the Special Schools Working Group. London: DfES.
11. This report is expected to inform government policy towards special schools.
12. Hornby, G., Atkinson, M. and Howard, J. (1997) Controversial Issues in Special Education. London: David Fulton.
13. This book considers controversial diagnoses (including autism), system-wide interventions (such as inclusion), group interventions (such as conductive education) and individual interventions (including facilitated communication).
14. Reinders, H.S. (2000) The Future of the Disabled in Liberal Society: An Ethical Analysis. Notre Dame, IN: University of Notre Dame Press.
15. A closely argued if, in parts, controversial analysis.
16. Department for Education and Skills (DfES) (2001c) The Distribution of Resources to Support Inclusion. London, DfEE.
17. This publication sets out a recommended approach to SEN funding.
18. World Health Organisation (2001) ICF-International Classification of Functioning, Disability and Health. Geneva: WHO.
19. Shakespeare, T. (ed.) (1998) The Disability Reader: Social Science Perspectives. London: Cassell. Particularly the chapter by A. L. Chappell, 'Still out in the cold: people with learning difficulties and the social model of disability'.
20. Leadbetter, J., Morris, S.; Timmins, P., Knight, G. and Traxon, D. (1999) Applying Psychology in the Classroom. London: David Fulton.
21. The Special Educational Needs and Disability Rights in Education Act 2001
22. Department for Education and Skills (DfES) (2001) Special Educational Needs Code of Practice. London: DfES.
23. Department for Education and Skills (2001) Inclusive Schooling: Children with Special Educational Needs. London: DfES.
24. Local Government Association, National Health Service Confederation, Association of Directors of Social Services (2002) Serving Children Well: A New Vision for Children's Services. London: LGA, NHSC, ADSS.
25. Office for Standards in Education (2002) Framework for the Inspection of Local Education Authorities. London: OfSTED.
26. Department for Education and Skills (DfES) (2001) Inclusive Schooling: Children with Special Educational Needs. London: DfES. This document offers guidance on the legal framework for inclusive schooling.
27. Aarons, M. and Gittens, T. (1992) The Handbook of Autism: A Guide for Parents and Professionals., London: Routledge.
28. Ainscow, M. (1988) 'Beyond the eyes of the monster: an analysis of recent trends in assessment and recording', Support for Learning, 3 (3): 149-53. doi:10.1111/j.1467-9604.1988.tb00088.x http://dx.doi.org/10.1111/j.1467-9604.1988.tb00088.x
29. Ainscow, M. (1995) 'Education for all: making it happen', Support for Learning, 10 (4): 147-54. doi:10.1111/j.1467-9604.1995.tb00031.x http://dx.doi.org/10.1111/j.1467-9604.1995.tb00031.x
30. Allen, J. (1996) 'Foucault and special educational needs: a "box of tools" for analysing children's experiences of mainstreaming', Disability and Society, 11 (2): 219-33. doi:10.1080/09687599650023245 http://dx.doi.org/10.1080/09687599650023245
31. Allen, J., Brown, S. and Riddell, S. (1998) 'Permission to speak? Theorising special education inside the classroom', in C.Clarke et al. (eds) Theorising Special Education. London: Routledge.
32. All Party Parliamentary Group on Autism (2001) The Rising Challenge. London: APPGA.
33. American Psychiatric Association (1994) Diagnostic and Statistical Manual of Mental Disorders (4th. edn). Washington, DC: American Psychiatric Association.
34. Andrews, A. (1988) 'Conversation', Journal of the British Association of Teachers of the Deaf, 12 (2): 29-32.
35. Audit Commission (2002) Special Educational Needs: A Mainstream Issue-briefing. London, Audit Commission.
36. Bailey, J. (1998) 'Medical and psychological models in special needs education', in C.Clark, et al. (eds) Theorising Special Education. London: Routledge.
37. Baillargeon, R. and DeVos, J. (1991) 'Object permanence in young infants: further evidence', Child Development, 62: 1227-46. doi:10.2307/1130803 http://dx.doi.org/10.2307/1130803
38. Baker, C. (1993) Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters.
39. Baker, R. and Knight, P. (1998) '"Total communication" current policy', in S.Gregory et al. (eds) Issues in Deaf Education. London: David Fulton.
40. Ball, M. (2002) Getting Sure Start Started. London: Department for Education and Skills.
41. Balshaw, M.H. (1999) Help in the Classroom. London: David Fulton.
42. Barker, P. (1998) Michel Foucault: An Introduction. Edinburgh: Edinburgh University Press.
43. Barnes, C. and Mercer, G. (1996) Exploring the Divide: Illness and Disability. Leeds: Disability Press.
44. Barnes, C.Mercer, G. and Shakespeare, T. (1999) Exploring Disability: A Sociological Introduction. Cambridge: Polity Press.
45. Bayliss, P. (1998) 'Models of complexity: theory-driven intervention practices', in C.Clark et al. (eds) Theorising Special Education. London: Routledge.
46. Beek, C. (2002) 'The distribution of resources to support inclusive learning', Support for Learning, 17 (1). doi:10.1111/1467-9604.00225 http://dx.doi.org/10.1111/1467-9604.00225
47. Berger, A. (ed.) (2001) Assessing Pupil's Performance Using the P Levels. London: David Fulton.
48. Berger, A., Henderson, J. and Morris, D. (1999) Implementing the Literacy Hour for Pupils with Learning Difficulties. London: David Fulton.
49. Berger, P. and Luckmann, T. (1971) The Social Construction of Reality. Harmondsworth: Penguin Books.
50. Bender, R. (1970) The Conquest of Deafness. Cleveland OH: Case Western Reserve University Press.
51. Bhaskar, R. (1986) Scientific Realism and Human Emancipation. London: Verso.
52. Bibby, P. and Lunt, I. (1996) Working for Children: Securing Provision for Children with Special Educational Needs. London: David Fulton.
53. Booth, T. (1998) 'The poverty of special education: theories to the rescue?', in C.Clark et al. (eds) Theorising Special Education. London: Routledge.
54. Booth, T., Ainscow, M., Black-Hawkins, K., Vaughn, M. and Shaw, L. (2000) Index for Inclusion: Developing Learning and Participation in Schools. Bristol: Centre for Studies in Inclusive Education.
55. British Psychological Society (1999) Dyslexia, Literacy and Psychological Assessment: Report by a Working Party of the Division of Educational and Child Psychology of the British Psychological Society. Leicester: BPS.
56. Brooks, G. (2002) What Works for Children with Learning Difficulties? The Effectiveness of Intervention Schemes. London: Department for Education and Skills.
57. Bryant, P.E. and Trabasso, T. (1971) 'Transitive inferences and memory in young children', Nature, 232: 456-8. doi:10.1038/232456a0 http://dx.doi.org/10.1038/232456a0
58. Campbell, J. and Oliver, M. (1996) Disability Politics: Understanding our Past, Changing our Future. London: Routledge.
59. Campbell, M. and Cueva, J.E. (1995) 'Psychopharmacology in child and adolescent psychiatry: review of the past seven years', Journal of the American Academy of Child and Adolescent Psychiatry, 34: 1262-72. doi:10.1097/00004583-199510000-00011 http://dx.doi.org/10.1097/00004583-199510000-00011
60. Carnine, D.W. and Silbert, J. (1979) Direct Instruction Reading. Columbus, OH: Charles E. Merrill.
61. Cavanagh, M. (2002) Against Equality of Opportunity. Oxford: Oxford University Press.
62. Chappell, A.L. (1998) 'Still out in the cold: people with learning difficulties and the social model of disability', in T.Shakespeare (ed.) The Disability Reader: Social Science Perspectives. London: Cassell.
63. Cheu, J. (2002) 'De-gene-erates, replicants and other aliens: (re)defining disability in futuristic film', in M.Corker and T, Shakespeare (eds) Disability/post-modernity: Embodying Disability Theory. London: Continuum.
64. Chewning, B. and Sleath, B. (1996) 'Medication decision-making and management: a client centred model', Social Science Medicine, 42 (3): 389-98. doi:10.1016/0277-9536(95)00156-5 http://dx.doi.org/10.1016/0277-9536%2895%2900156-5
65. Clark, C, Dyson, A. and Millward, A. (1998) 'Theorising special education: time to move on?', in C.Clark et al. (eds) Theorising Special Education. London: Routledge.
66. Clark, C, Dyson, A., Millward, A. and Robson, S. (1999) 'Theories of inclusion, theories of schools: deconstructing and reconstructing the inclusive school', British Educational Research Journal, 25 (2): 157-77. doi:10.1080/0141192990250203 http://dx.doi.org/10.1080/0141192990250203
67. Clark, T. (2003) Public Service Agreements at the Local Level Education. Management Information Exchange Report70. Slough: National Foundation of Educational Research.
68. Cole, T. (1989) Apart or A Part? Integration and the Growth of British Special Education. Milton Keynes: Open University Press.
69. Cooper, P. (1993) Effective Schools for Disaffected Students. London: Routledge. doi:10.4324/9780203315095 http://dx.doi.org/10.4324/9780203315095
70. Cooper, P. and Ideus, K. (1995) 'Is attention deficit hyperactivity disorder a Trojan horse?', Support for Learning, 10 (1): 29-33. doi:10.1111/j.1467-9604.1995.tb00007.x http://dx.doi.org/10.1111/j.1467-9604.1995.tb00007.x
71. Corbett, J. (1996) Bad-mouthing: The Language of Special Educational Needs. London: Falmer Press.
72. Corbett, J. (1998) Special Educational Needs: A Cultural Analysis. London: Cassell.
73. Cross, L. and Walker-Knight, D. (1997) 'Inclusion: developing collaborative and co-operative school communities,' The Education Forum, 61: 269-77. doi:10.1080/00131729709335264 http://dx.doi.org/10.1080/00131729709335264
74. Crow, L. (1996) 'Including all of our lives: renewing the social model of disability', in C.Barnes and G.Mercer (eds) Exploring the Divide: Illness and Disabilty. Leeds: The Disability Press.
75. Cunningham, C. and Davies, H. (1985) Working with Parents: Framework for Collaboration. Buckingham: Open University Press.
76. Davidson, N. (1994) 'Co-operative and collaborative learning: an integrative perspective', in J.S.Thousand et al. (eds) Creativity and Collaborative Learning: A Practical Guide for Empowering Students and Teachers. Baltimore, MD: P. H. Brookes.
77. Denton, D. (1976) 'The philosophy of total communication', Supplement to British Deaf News. Carlisle: British Deaf Association.
78. Department for Education (1994) The Code of Practice on the Identification and Assessment of Special Educational Needs. London: DfE.
79. Department for Education and Employment (DfEE) (1995) Secondary School Performance Tables. London: DfEE.
80. Department for Education and Employment (1996) Secondary School Performance Tables. London: DfEE.
81. Department for Education and Employment (1997a) Excellence for All Children: Meeting Special Educational Needs. London: DfEE.
82. Department for Education and Employment (1997b) Excellence in Schools. London: DfEE.
83. Department for Education and Employment (1998a) The National Literacy Strategy: A Framework for Teaching. London: DfEE.
84. Department for Education and Employment (1998b) Meeting Special Educational Needs: A Programme for Action. London: DfEE.
85. Department for Education and Employment (1998c) Fair Funding: Improving Delegation to Schools, Consultation Paper. London: DfEE.
86. Department for Education and Employment (1998d) Supporting the Target Setting Process: Guidance for Effective target Setting for Pupils with Special Educational Needs, London: DfEE.
87. Department for Education and Employment (1999a) The National Numeracy Strategy: Framework for Teaching Mathematics from Reception to Year 6. London: DfEE.
88. Department for Education and Employment (1999b) Circular 10/99. London: DfEE.
89. Department for Education and Employment (1999c) Circular 11/99. London: DfEE.
90. Department for Education and Employment (2000a) A Guide to the Law for School Governors-Community Schools. London: DfES.
91. Department for Education and Employment (2000b) A Guide to the Law for School Governors-Foundation Schools. London: DfES.
92. Department for Education and Employment (2000c) A Guide to the Law for School Governors-Voluntary Aided Schools. London: DfES.
93. Department for Education and Employment (2000d) A Guide to the Law for School Governors-Voluntary Controlled Schools. London: DfES.
94. Department for Education and Employment (2000e) Governors' Annual Reports and School Prospectuses in Primary Schools. London: DfES.
95. Department for Education and Employment (2000f) Governors' Annual Reports and School Prospectuses in Secondary Schools. London: DfES.
96. Department for Education and Employment (2000g) The Role of the Local Education Authority in School Education. London: DfEE.
97. Department for Education and Employment (2000h) SEN Code of Practice on the Assessment of Pupils with Special Educational Needs and SEN Thresholds: Good Practice Guidance on Identification and Provision for Pupils with Special Educational Needs. London: DfEE.
98. Department for Education and Employment (2001a) The Key Stage 3 National Strategy: Literacy Across the Curriculum. London: DfEE.
99. Department for Education and Employment (2001b) The Key Stage 3 National Strategy: Numeracy Across the Curriculum Notes for School Based Training. London: DfEE.
100. Department for Education and Employment (2001c) Departmental Report March 2001. London: DfEE.
101. Department for Education and Employment (2001 d) Code of Practice on Local Education Authority and School Relationships. London: DfEE.
102. Department for Education and Employment (2001e) Supporting the Target Setting Process: Guidance for Effective Target Setting for Pupils with Special Educational Needs. London: DfEE.
103. Department for Education and Employment (2001f) Planning, Teaching and Assessing the Curriculum for Pupils with Learning Difficulties: General Guidelines. London: DfEE.
104. Department for Education and Employment/Department of Health (DfEE/DoH) (2000) Provision of Speech and Language Services to Children with Special Educational Needs: Report of the Working Group. London: DfEE/DoH.
105. Department of Education and Science (DfES) (1978) Special Educational Needs: Report of the Committee of Enquiry into the Education of Handicapped Children and Young People (the Warnock Report). London: HMSO.
106. Department for Education and Science (1989) Circular 15/89: Temporary Exceptions from the National Curriculum. London: DfES.
107. Department for Education and Skills (2001a) Special Educational Needs Code of Practice. London: DfES.
108. Department for Education and Skills (2001b) Schools Achieving Success. London: DfES.
109. Department for Education and Skills (2001c) The Distribution of Resources to Support Inclusion. London: DfEE.
110. Department for Education and Skills (2001d) The National Numeracy Strategy: Towards the National Curriculum for Mathematics: Examples of what Pupils with Special Educational Needs should be Able to Do at Each P Level. London: DfES.
111. Department for Education and Skills (2001e) Inclusive Schooling: Children with Special Educational Needs. London: DfES.
112. Department for Education and Skills (2001f) SEN Toolkit-Section 5: Managing Individual Education Plans. London: DfES.
113. Department for Education and Skills (2002a) Best Value in Schools. London: DfEE.
114. Department for Education and Skills (2002b) Fair Funding: An Explanatory Guide. London: DfEE.
115. Department for Education and Skills (2002c) Statistics of Education, Special Educational Needs in England: January 2002 Issue No. 10/02 November 2002. London: HMSO.
116. Department for Education and Skills (2002d) Special Educational Needs Update 9 June 2002. London: DfES.
117. Department for Education and Skills (2002e) Excellence in Cities: Schools Extending Excellence Annual Report 2000-2001. London: DfES.
118. Department for Education and Skills (2002f) Developing the Role of School Support Staff: The Consultation. London: DfES.
119. Department for Education and Skills (2003) Report of the Special Schools Working Group. London: HMSO.
120. Department for Education and Skills/Department of Health (DfES/DoH) (2002a) Autistic Spectrum Disorders: Good Practice Guidance: 01 Pointers to Good Practice. London: DfES/DoH.
121. Department for Education and Skills/Department of Health (2002b) Autistic Spectrum Disorders Good Practice Guidance: 02 Pointers to Good Practice. London: DfES/DoH.
122. Department of Health (DoH) (2002) Abortion Statistics. London: DoH.
123. Department of Health/Department for Education and Skills (DoH/DfES) (2000) Provision of Speech and Language Therapy Services to Children with Special Educational Needs (England): Report of the Working Group November 2000. London: DoH/DfEE.
124. Dessent, A. (1996) Options for Partnership between Health, Education and Social Services. Tamworth: National Association for Special Educational Needs.
125. Dewey, J. (1899/1976) 'The school and society', in J.A.Boydston (ed.) John Dewey: The Middle Works 1899-1924. Vol. 1. Carbondale, IL: Southern Illinois University Press.
126. Disability Rights Commission (2001a) A Disability Code of Practice (Schools). London: DRC.
127. Disability Rights Commission (2001b) A Disability Code of Practice (post 16). London: DRC.
128. Dockerell, J. and McShane, J. (1993) Children's Learning Difficulties: A Cognitive Approach. Oxford: Blackwell.
129. Donellan, C. (2000) The Abortion Issue: Issues Vol. 34. Cambridge: Independence Educational Publishers.
130. Drake, R. (1996) 'A critique of the role of traditional charities', in L.Barton (ed.) Disability and Society: Emerging Issues and Insights. London: Longman.
131. Elliot, J. and Place, M. (1998) Children in Difficulty: A Guide to Understanding and Helping. London: Routledge. doi:10.4324/9780203358283 http://dx.doi.org/10.4324/9780203358283
132. English, A., Essex, J. and the West Midlands SEN Regional Partnership (2001) Report on Autistic Spectrum Disorders: A Comprehensive Report into Identification, Training and Provision Focusing on the Needs of Children and Young People with an Autistic Spectrum Disorder and their Families within the West Midlands Region (http://www.westmidlandsrcp.org.uk).
133. English, V. and Sommerville, A. (2002) 'Drawing the line: the need for balance', in E.Lee et al. (eds) Designer Babies: Where should we Draw the Line?. Institute of Ideas Debating Matters Series. London: Hodder & Stoughton.
134. Evans, P. (2000) 'Evidence-based practice: how will we know what works? An international perspective', in H.Daniel (ed.) Special Education Re-formed: Beyond Rhetoric?. New Millennium Series. London: Falmer Press.
135. Evans, J. and Gerber, M. (2000) 'The changing governance of education', in M.J.McLaughlin and M.Rouse (eds) Special Education and School Reform in the United States and Great Britain. London: Routledge.
136. Farrell, M. (1999) Key Issues in Primary Schools. London: Routledge.
137. Farrell, M. (2001) Standards and Special Educational Needs. London: Continuum.
138. Farrell, M. (2002) The Special Education Handbook (3rd end). London: David Fulton.
139. Farrell, M. (2003) Understanding Special Educational Needs: A Guide for Student Teachers. London: Routledge.
140. Farrell, M., Kerry, T. and Kerry, C. (1995) The Blackwell Handbook of Education. Oxford: Blackwell.
141. Ferguson, P.M. and Ferguson, D.L. (1995) 'The interpretivist view of special education and disability: the value of telling stories', in T.M.Skrtic (ed.) Disability and Democracy: Reconstructing (Special) Education for Post-modernity. New York, NY: Teachers College Press.
142. Fish, J. and Evans, J. (1995) Managing Special Education: Codes, Charters and Competition. Buckingham: Open University Press.
143. Fitzgerald, L. (2000) Provision for Children with Speech and Language Needs in England and Wales: Facilitating Communication between Education and Health Services. Nottingham: Department for Education and Employment Publications.
144. Fletcher, A. (2002) 'Making it better? Disability and genetic choice', in E.Lee et al. (eds) Designer Babies: Where should we Draw the Line?. Institute of Ideas Debating Matters Series. London: Hodder & Stoughton.
145. Fletcher-Campbell, F. (2002) 'The financing of special education: lessons from Europe', Support for Learning, 17 (1). doi:10.1111/1467-9604.00227 http://dx.doi.org/10.1111/1467-9604.00227
146. Forrester, S. and Stenson, A. (2001) A Guide to Funding from Government Departments and Agencies (2nd edn). London: The Directory of Social Change.
147. Foucault, M. (1977) 'Intellectuals and power: a conversation between Michel Foucault and Giles Deleuze', in D.Bouchard (ed.) Language, Counter-memory, Practice: Selected Essays and Interviews by Michel Foucault. Oxford: Blackwell.
148. Foucault, M. (1982) 'The subject and power', in H.Dreyfus and P.Rabinow (eds) Michel Foucault: Beyond Structuralism and Hermeneutics. Brighton: Harvester.
149. Foxten, T. and McBrien, J. (1981) Training Staff in Behavioural Methods: Trainee Workbook. Manchester: Manchster University Press.
150. Gallimore, R. and Tharpe, R. (1990) 'Teaching mind in society', in L.C.Moll (ed.) Vigotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology. Cambridge: Cambridge University Press.
151. Garner, P. and Davies, J.D. (2001) Introducing Special Educational Needs: A Companion Guide for Student Teachers. London: David Fulton.
152. Gordon, M. (1999) 'Surviving the literacy hour: the way ahead', in M.Minson (ed.) Surviving the Literacy Hour. Tamworth, Staffordshire: National Association of Special Educational Needs.
153. Greenwood, C. (2002) Understanding the Needs of Parents: Guidelines for Effective Collaboration with Parents of Children with Special Educational Needs. London: David Fulton.
154. Gross, J., Berger, A. and Garnett, J. (1999) 'Special needs and the literacy hour: some general principles', in A.Berger and J.Gross (eds) Teaching the Literacy Hour in an Inclusive Classroom. London: David Fulton.
155. Hadley, J. (1996) Abortion: Between Freedom and Necessity. London: Virago.
156. Harris, F. (2002) The First Implementation of the Sure Start Language Measure. London: Department of Education and Skills.
157. Harris, J. (2002) 'Liberation in reproduction', in E.Lee et al (eds) Designer Babies: Where should we Draw the Line?. Debating Matters Series. London: Hodder & Stoughton.
158. HayMcBer (2000) Research into Teacher Effectiveness: A Model of Teacher Effectiveness. London: Deprartment for Education and Employment.
159. Heeks, P. and Kinnell, M. (1997) Learning Support for Special Educational Needs: Potential for Progress. London: Taylor Graham.
160. Heywood, J. (1978) Children in Care (3rd edn). London, Routledge & Keegan Paul.
161. Hornby, G., Atkinson, M. and Howard, J. (1997) Controversial Issues in Special Education. London: David Fulton.
162. House of Commons (1995) Meeting Special Educational Needs: Statements of Needs and Provision. London: HMSO.
163. Howell, K.W., Kaplan, J.S. and O'Connell, C.Y. (1979) Evaluating Exceptional Children: A Task Analysis Approach. Columbus, OH: Charles E. Merrill.
164. Humphrey, J C. (2000) 'Researching disability politics, or some problems with the social model in practice', Disability and Society, 15 (1): 63-86. doi:10.1080/09687590025775 http://dx.doi.org/10.1080/09687590025775
165. Humphries, A. and Ramm, S. (1987) 'Autism the isolating syndrome', Special Children, 14 October: 16-19.
166. Hurt, J. (1988) Outside the Mainstream: A History of Special Education. London: Batsford.
167. I-CAN (2001) Joint Professional Framework for All Teachers and Speech and Language therapists working with Speech, Language and Communication Needs. London: I-CAN.
168. International League of Societies for Persons with Mental Handicap (Inclusion International) (1994) Just Technology? From Principles to Practice in Bioethical Issues. North York, Ontario: L'Institut Roeher.
169. Joint Council of National Awarding Bodies (annually) Assessment in General National Vocational Qualifications: Provision for Candidates with Special Needs. London: JCNAB.
170. Kellman, H. (1970) The relevance of social research into social issues-problems and pitfalls', Sociological Review Monograph16.
171. Konner, M. (1993) The Trouble with Medicine. London: BBC Books.
172. Lacey, P. (2000) 'Multidisciplinary work: challenges and possibilities', in H.Daniels (ed.) Special Education Re-formed: Beyond Rhetoric? New Millennium Series. London: Falmer Press.
173. Lacey, P. and Thomas, J. (1993) Support Services and the Curriculum. London: David Fulton.
174. Lane, H. (1984) When the Mind Hears: A History of the Deaf. New York, NY: Random House.
175. Lauder, H., Jamieson, I. and Wikeley, F. (1998) 'Models of effective schools: limits and capabilities'R.in Slee et al. (eds) School Effectiveness for Whom?London: Falmer Press.
176. Lave, J. and Wenger, E. (1991) 'Practice, person and social world', in J.Lave and E.Wenger (eds) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511815355 http://dx.doi.org/10.1017/CBO9780511815355
177. Law, J., Lindsay, G., Peacey, N., Gascoigne, M., Soloff, N., Radford, J. and Band, S. (2001) 'Facilitating communication between education and health services: the provision for children with speech and language needs', British Journal of Special Education, 28 (3).
178. Lee, E. (2002) 'Introduction', in E.Lee et al. (eds) Designer Babies: Where should we Draw the Line? Institute of Ideas Debating Matters Series. London: Hodder & Stoughton.
179. Leeds Local Education Authority (1995) Deaf and Hearing Impaired Service (DAHISS) Policy Statement. Leeds: LEA Publications.
180. Lingard, T. (1996) 'Why our theoretical models of integration are inhibiting effective integration', Emotional and Behavioural Difficulties, 1 (2): 39-45. doi:10.1080/13632759608550200 http://dx.doi.org/10.1080/13632759608550200
181. Lingard, T. (2000) 'Is the National Literacy Strategy raising the achievement of low attainers?', British Journal of Special Education, 27 (3): 117-23. doi:10.1111/1467-8527.00173 http://dx.doi.org/10.1111/1467-8527.00173
182. Lingard, T. (2001) 'Does the Code of Practice help secondary school SENCOs to improve teaching?', British Journal of Special Education, 28 (4): 187-90. doi:10.1111/1467-8527.t01-1-00223 http://dx.doi.org/10.1111/1467-8527.t01-1-00223
183. Lipsky, D.K. and Gartner, A. (1996) 'Inclusion, school restructuring and the remaking of American society', Harvard Educational Review, 66 (4): 762-95.
184. Literacy Task Force/Department for Education and Employment (1997) A Reading Revolution: How We can Teach every Child to Read well, the Preliminary Report Chaired by Michael Barber. London: LTF/DfEE.
185. Llewellyn, A. and Hogan, K. (2000) 'The use and abuse of models of disability', Disability and Society, 15 (1): 157-65. doi:10.1080/09687590025829 http://dx.doi.org/10.1080/09687590025829
186. Local Government Association, National Health Service Confederation, Association of Directors of Social Services (2002) Serving Children Well: A New Vision for Children's Services. London: LGA, NHSC, ADSS.
187. Lotter, V. (1966)'Epidemiology of autistic conditions in young children. 1. Prevalence', Social Psychiatry, 1: 124-37. doi:10.1007/BF00584048 http://dx.doi.org/10.1007/BF00584048
188. Lunt, I. and Norwich, B. (1999) Can Effective Schools be Inclusive Schools? (Perspectives on Educational Policy). London: Institute of Education.
189. Lyon, J. (1994) 'Hope for the hyperactive', The Times Educational Supplement, 21 October.
190. McBrien, J., Farrell, P. and Foxten, T. (1992) Education of the Developmentally Young Trainee Workbook (2nd edn). Manchester: Manchester University Press.
191. Mackay, G. (2002) 'The disappearance of disability? Thoughts on a changing culture', Journal of Special Education, 29 (4).
192. Meadows, S. (1988) 'Piaget's contribution to understanding cognitive development: an assessment for the late 1980s', in K.Richardson and S.Sheldon (eds) Cognitive Development to Adolescence. Milton Keynes/Hove: Open University/Lawrence Erlbaum Associates.
193. Meijer, C. (ed.) (1999) Financing of Special Needs Education: A Seventeen Country Study of the Relationship between Financing of Special Needs Education and Inclusion. Middelfart: European Agency for Development in Special Needs Education.
194. Meltzoff, A.N. and Moore, M.K. (1994) 'Imitation, memory and the representation of persons', Infant Behaviour and Development, 17: 83-99. doi:10.1016/0163-6383(94)90024-8 http://dx.doi.org/10.1016/0163-6383%2894%2990024-8
195. Mittler, P. (2000) Working towards Inclusive Education. London: David Fulton.
196. Mortimore, P. and Sammons, P. (1997) 'End piece: a welcome and reposte to critics', in J.White and M.Barber (eds) Perspectives on School Effectiveness and School Improvement. Bedford Way Papers. London: Institute of Education, University of London.
197. National Deaf Children's Society (1996) NDCS Directory 1996-7. London: NDCS.
198. National Foundation for Educational research (2000) Who Holds the Purse: Funding Schools to Meet Special Educational Needs. Slough: NFER.
199. Norwich, B. (2000) 'Inclusion in education: from concepts, values and critique to practice', in H.Daniels (ed.) Special Education Re-formed: Beyond Rhetoric?. New Millennium Series. London: Falmer Press.
200. Nozick, R. (1974) Anarchy, State and Utopia. Oxford: Blackwell.
201. Office for Standards in Education (OfSTED) (1999a) Special Education 1994-1998: A Review of Special Schools, Secure Units and Pupil Referral Units in England. London: HMSO.
202. Office for Standards in Education (1999b) Pupils with Specific Learning Difficulties in Mainstream Schools: A Survey of the Provision in Mainstream Primary and Secondary Schools for Pupils with a Statement of Special Educational Needs Relating to Specific Learning Difficulties. London: OfSTED.
203. Office for Standards in Education (2000) Evaluating Educational Inclusion: Guidance for Inspectors and Schools. London: OfSTED.
204. Office for Standards in Education (2001) Improving Inspection, Improving Schools: Consultation on Future Arrangements for School Inspection. London: OfSTED.
205. Office for Standards in Education (2002) Framework for the Inspection of Local Education Authorities. London: OfSTED.
206. Office for Standards in Education (2003a) Inspecting Schools: The Framework. Norwich: HMSO.
207. Office for Standards in Education (2003b) Handbook for Inspecting Primary and Nursery Schools with Guidance on Self Evaluation. Norwich: HMSO.
208. Office for Standards in Education (2003c) Handbook for Inspecting Secondary Schools with Guidance on Self Evaluation. Norwich: HMSO.
209. Office for Standards in Education (2003d) Handbook for Inspecting Special Schools and Pupil Referral Units with Guidance on Self Evaluation. Norwich: HMSO.
210. Parsons, T. (1952) The Social System. New York, NY: Free Press.
211. Phtiaka, H. (1998) Special Kids for Special Treatment? How Special do you Need to be to Find Yourself in a Special School?London: Falmer Press.
212. Piaget, J. (1970) 'Piaget's theory', in P.H.Mussen (ed.) Manual of Child Psychology. London: Wiley.
213. Piaget, J. and Inhelder, B. (1969) The Psychology of the Child. London: Routledge & Kegan Paul.
214. Pritchard, D.G. (1963) Education of the Handicapped 1760-1960. London: Routledge & Kegan Paul.
215. Pumfrey, P. and Mittler, P. (1989) 'Peeling off the label', The Times Educational Supplement, 13 October.
216. Qualification and Curriculum Authority/Department for Education and Employment (QCA/DfEE) (1999a) The National Curriculum: Handbook for Primary Teachers in England. London: QCA/DfEE.
217. Qualifications and Curriculum Authority/Department for Education and Employment (1999b) The National Curriculum Handbook for Secondary Teachers in England. London: QCA/DfEE.
218. Qualifications and Curriculum Authority/Department for Education and Employment (2000) Curriculum Guidance for the Foundation Stage. London: QCA/DfEE.
219. Qualifications and Curriculum Authority/Department for Education and Employment (2001a) Supporting the Target Setting Process: Guidance for Effective Target Setting for Pupils with Special Educational Needs. London: QCA/DfEE.
220. Qualifications and Curriculum Authority/Department for Education and Employment (2001b) Planning, Teaching and Assessing the Curriculum for Pupils with Learning Difficulties (series). London: QCA/DfEE.
221. Ramasut, A. and Reynolds, D. (1993) 'Developing effective whole school approaches to special educational needs: from school effectiveness to school development practice', in R.Slee (ed.) Is There a Desk with my Name on it? The Politics of Integration. London: Falmer Press.
222. Rawls, J. (1971) A Theory of Justice. Cambridge, MA: Harvard University Press.
223. Raybould, E.C. and Solity, J.E. (1998) 'Precision teaching and all that', British Journal of Special Education, 1 (1): 32-3.
224. Reinders, H.S. (2000) The Future of the Disabled in Liberal Society: An Ethical Analysis. Notre Dame, IN: University of Notre Dame Press.
225. R v. London Borough of Harrow ex parte M 8 October 1996.
226. Safford, P.L. and Safford, E.J. (1996) A History of Childhood and Disability. New York, NY: Teachers College Press.
227. Salovey, P. and Sluyter, D.J. (1997) Emotional Development and Emotional Intelligence. New York, NY: Basic Books.
228. Schools Plus Policy Action Team 11 (2000) Schools Plus: Building Learning Communities-Improving the Educational Chances of Children and Young People from Disadvantaged Areas. London: DfEE.
229. Schreibman, L. (1988) Autism. Thousand Oaks, CA: Sage.
230. Shayer, M., Kuchemann, D.E. and Wylam, H. (1976) 'The distribution of Piagetian stages of thinking in British middle and secondary school children', British Journal of Educational Psychology46: 164-73. doi:10.1111/j.2044-8279.1976.tb02308.x http://dx.doi.org/10.1111/j.2044-8279.1976.tb02308.x
231. Shayer, M. and Wylam, H. (1978) 'The distribution of Piagetian stages of thinking in British middle and secondary school children. II', British Journal of Educational Psychology48: 162-70. doi:10.1111/j.2044-8279.1978.tb02370.x http://dx.doi.org/10.1111/j.2044-8279.1978.tb02370.x
232. Skrtic, T. (1991) Behind Special Education: A Critical Analysis of Professional Culture and School Organisation. Denver, CO: Love Publications.
233. Skrtic, T.M. (1995a) 'The functionalist view of special education and disability: deconstructing the conventional knowledge tradition', in T.M.Skrtic (ed.) Disability and Democracy: Reconstructing (Special) Education for Post-modernity. New York, NY: Teachers College Press.
234. Skrtic, T.M. (1995b) Disability and Democracy: Reconstructing (Special) Education for Post-modernity. New York, NY: Teachers College Press.
235. Sleeter, C.E. (1995) 'Radical structural perspectives on the creation and use of learning disabilities', in T.M.Skrtic (ed.) Disability and Democracy: Reconstructing (Special) Education for Post-modernity. New York, NY: Teachers College Press.
236. Smith, P.K. and Cowrie, H. (1991) Understanding Children's Development (2nd edn). Oxford: Blackwell.
237. Solity, J.E. and Raybould, E. (1988) A Teacher's Guide to Special Needs: A Positive Response to the 1981 Act. Milton Keynes: Open University Press.
238. Special Educational Needs and Disability Tribunal (2002) Annual Report 2001-2002. London: SENDIST.
239. Special Educational Needs Tribunal (2000) Annual Report 1999-2000. London: SEN Tribunal.
240. Special Educational Needs Tribunal (2001) How to Appeal. London: SEN Tribunal.
241. Stoll, L. and Mortimore, P. (1997) 'School effectiveness and school improvement,' in J.White and M.Barber (eds) Perspectives on School Effectiveness and School Improvement. Bedford Way Papers. London: Institute of Education, University of London.
242. Teacher Training Agency (TTA) (1998a) National Standards for Special Educational Needs Coordinators. London: TTA.
243. Teacher Training Agency (1998b) The National Standards for Headteachers. London: TTA.
244. Teacher Training Agency (1999) National Special Educational Needs Specialist Standards. London: TTA.
245. Teacher Training Agency (2000) Using the National Standards for Special Educational Needs Coordinators (SENCOs). London: TTA.
246. Teacher Training Agency (2002a) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: TTA.
247. Teacher Training Agency (2002b) Induction Standards (Draft Proposals for September 2002). London: TTA.
248. Thomas, G. (1997) Exam Performance in Special Schools. Bristol: Bristol Centre for Studies on Inclusive Education.
249. Thomas, R.M. (1985) Comparing Theories of Child Development (2nd edn). Belmont, CA: Wadsworth.
250. Tizzard, J. (2002) '"Designer babies": the case for choice', in E.Lee et al. (eds) Designer Babies: Where should we Draw the Line? Institute of Ideas Debating Matters Series. London: Hodder & Stoughton.
251. Tomlinson, S. (1982) A Sociology of Special Education. London: Routledge & Kegan Paul.
252. Tomlinson, S. (1995) 'The radical structuralist view of special education and disability: unpopular perspectives on their origins and development', in T.M.Skrtic (ed.) Disability and Democracy: Reconstructing (Special) Education for Post-modernity. New York, NY: Teachers College Press.
253. Tomlinson-Keasey, C. (1978) 'The structure of concrete operational thought', Child Development, 50: 1153-63. doi:10.2307/1129343 http://dx.doi.org/10.2307/1129343
254. Tunstill, J., Allnock, D., Meadows, P. and McLeod, A. (2002) Early Experiences of Implementing Sure Start. London: DfES.
255. United Nations (1993) The Rights of the ChildDepartment of Health; Children's Rights Development Unit, New York.
256. United Nations Educational, Scientific and Cultural Organisation (UNESCO) (1994) The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.
257. United Nations Educational, Scientific and Cultural Organisation (1996) Survey on Special Needs Education Law. Paris: UNESCO.
258. Van Uden, A. (1977) A World of Language for Deaf Children. Lisse, the Netherlands: Swets & Zeitlinger.
259. Vygotsky, L.S. (1978) Mind in Society: The Development of Psychological Processes. Cambridge, MA: Harvard University Press.
260. Vygotsky, L.S. (1987) 'Thinking and speech,' in R.W.Reiber and A.S.Carton (eds) The Collected Works of L.S. Vygotsky. Volume 1. Problems of General Psychology. London. Plenum Press.
261. Warnock, Baroness M. (1993) 'The problem of knowledge,' in B.Holland and C.Kyriacou (eds) Genetics and Society. Wokingham: Addison-Wesley.
262. Watson, L. (1998) 'Oralism-current policy and practice' in S.Gregory et al. (eds) Issues in Deaf Education. London: David Fulton.
263. Wearmouth, J. (2000) Special Educational Provision: Meeting the Challenges in Schools. London: Hodder & Stoughton Educational/Open University.
264. Weber, M. (1972) 'Selections on education and polities', in B.Cosin (ed.) Education Structure and Society. Harmondsworth: Penguin Books.
265. White, M. and Cameron, S. (1987) Portage Early Education Programme. Windsor: NFER-Nelson.
266. Wing, L. and Gould, J. (1979) 'Severe impairments of social interaction and associated abnormalities in children: epidemiology and classification', Journal of Autism and Developmental Disorders, 9: 11-29. doi:10.1007/BF01531288 http://dx.doi.org/10.1007/BF01531288
267. Wodrich, D.L. (1994) Attention Deficit Hyperactivity Disorder: What every Parent Wants to Know. London, Paul Brooks.
268. Woods, P. (1979) The Divided School. London: Routledge & Kegan Paul.
269. World Health Organisation (2001) ICF-International Classification of Functioning, Disability and Health. Geneva: WHO.
270. Worthington, A. (ed.) (2000) The Fulton Special Education Digest: Selected Resources for Teachers, Parents and Carers. London: David Fulton.