Special educational needs assessment

Educational inclusion and inclusive education are complex concepts that are difficult to define and are open to a range of understandings. These variations have developed out of different historical, geographical and theoretical contexts, although they clearly share certain principles based on notions of equity and social justice. Furthermore, inclusion is closely linked to other terms such as integration, special educational needs and exclusion which are also susceptible to differences of interpretations. Such differences inevitably affect the ways in which levels of inclusion in schools are assessed, as well as how the impact of inclusion on students learning is evaluated. 

For students identified as having special educational needs progress is also monitored through the annual review process. As the school has included more students with severe learning difficulties there is aneed to offer a more differentiated curriculum. Moreover, these students are not entered for examinations. However, this does not mean the school has failed to include them in assessment tasks. Instead the school has initiated a curriculum project to develop schemes of work and alternative qualifications such as ASDAN that are more differentiated so that the needs of a greater range of students can be accommodated. 

Armstrong, D., Galloway, D. and Tomlinson, S. (1993) Assessing special educational needs the child s coninhvtion , British Educational Research Journal, 19,2,121-31. 

DfE (1994) The Code of Practice on the Identification and Assessment of Special Educational Needs, London HMSO. 

Safety professionals should consider making a needs assessment, from the top down, to determine how much creative destruction and reconstruction through re-education are needed to achieve a mind-set that gives a proper place to reducing the potential for serious injury. Safety management systems that concentrate largely on the personal aspects of safety do not include activities to anticipate and identity the causal factors for low-probability/severe-consequence accidents. Nor do they include specially crafted efforts for their prevention. 

Tools needed for education include special initiatives, curriculum committees, academic support, accreditation self-studies, and assessment. 

Since chemistry is central for modern life and society chemistry education receives a special responsibility for contributing to ESD in formal and non-formal education. General and domain-specific knowledge and skills are to be developed to enable the individual to assess new chemistry-based products and technologies in their own life and in the society in which they live and operate, as well as to react appropriately. All students need to develop corresponding skills irrespective of whether or not they will later embark on a career in science and technology. All of them will become future citizens and need well-developed abilities for participation in societal debate and decision concerning issues of sustainable development. 

Watkins, A. (2007). Assessment in inclusive settings Key issues for policy and practice. Odense, Denmark European Agency for Development in Special Needs Education. Retrieved Nov 13, 2013, from http //www.european-agency.org/publications/ereports/assessment-in-inclu-sive-settings-key-issues-for-policy-and-practice/Assessment-EN.pdf... 

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