Ch. 1. Defining special educational needs and related terms --
Disability in the United States of America --
Special Educational Needs in Scotland and Northern Ireland --
Definition of SEN in England and Wales --
Learning difficulties --
Disability --
The World Health Organization constructs of health-related experiences --
Establishing 'needs' --
Should context or criteria determine SEN? --
Manageability --
Standards (broadly defined) and progress --
'Prior attainment' in relation to standards --
Potential confusion between SEN and other factors --
Ch. 2. Identifying, assessing and providing for SEN --
The SEN Code of Practice --
Principles and policies --
Partnership --
Identification, assessment and provision --
Statutory assessments, statements and annual reviews --
Thresholds --
Ch. 3. Curriculum and assessment and target-setting --
Curriculum and assessment in England and Wales --
Curriculum and assessment in the USA --
Issues for SEN --
Target-setting --
Potentially negative effects of target-setting on schools working with pupils with SEN --
Statutory targets as a possible inhibitor of mainstream inclusion --
Target-setting for pupils with SEN --
Benchmarking --
Value added measures: baseline assessment as an indicator of value added --
Ch. 4. Inclusion --
Defining inclusion --
Social inclusion --
Inclusion in the USA --
Full inclusion --
Some reservations about unqualified inclusion --
'Educational inclusion' and standards --
Ch. 5. Special education funding according to levels of achievement --
The rise and rise of special education funding --
National allocation of funds in England and Wales --
Local allocation of funds in England and Wales --
Statements of SEN --
Difficulties with school-based contextual judgements of SEN and the benefits of 'objective' criteria --
A continuum of provision for a continuum of need --
Funding of SEN in the USA --
SEN funding --
a case study --
Ch. 6. The use of SEN standards and progress data with pupil information --
Pupil data on standards and progress --
Examining standards and progress data in relation to other pupil factors --
Examining standards and progress data in relation to gender --
Ethnicity: data, issues and responses --
Main learning difficulty: data, issues and responses --
Social background: data, issues and responses --
Age: data, issues and responses --
Information other than reading scores --
Ch. 7. The use of SEN standards and progress data for 'stable' school provision --
Quality of teaching --
School organization --
Pupil organization --
Ch. 8. SEN standards and progress data for 'variable' school provision and the role of documentation --
Professional support --
Parents --
The community --
Documentation --
Ch. 9. The special school --
Definitions --
Identification and assessment --
Curriculum, assessment and target-setting --
Inclusion and the 'new' role of the special school --
Funding --
The use of SEN standards and progress with data pupil information --
The use of SEN standards and progress data for 'stable' school provision --
The use of SEN standards and progress data for 'variable' school provision --
Ch. 10. Conclusion.