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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.

Bibliographic metadata

Type of resource:
Content type:
Publication type:
Publication form:
Published date:
Language:
eng
Volume:
5
Issue:
1
Start page:
23
End page:
26
Access state:
Active

Institutional metadata

University researcher(s):

Record metadata

Manchester eScholar ID:
uk-ac-man-scw:191542
Created by:
Squires, Garry
Created:
8th April, 2013, 08:14:47
Last modified by:
Squires, Garry
Last modified:
2nd August, 2013, 20:11:02

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