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Over-identification of special educational needs in younger members of the age cohort: Differential effects of level of assessment and category of need
Garry Squires, Neil Humphrey & Alexandra Barlow
Assessment & Development Matters. 2013;5(1):23-26.
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Abstract
Our education system is characterised by the competing demands of achievement and inclusion agendas. The achievement agenda is concerned with setting politically motivated high academic expectations for all children with a system of measurement and quality control determined through performance indicators for schools, whereas the inclusion agenda emphasises inclusion of all children in local mainstream schools irrespective of their academic achievement.