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Education, disability and social policy$
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Steve Haines and David Ruebain

Print publication date: 2011

Print ISBN-13: 9781847423375

Published to Policy Press Scholarship Online: March 2012

DOI: 10.1332/policypress/9781847423375.001.0001

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Meeting the standard but failing the test: children and young people with sensory impairments

Meeting the standard but failing the test: children and young people with sensory impairments

Chapter:
(p.147) Eight Meeting the standard but failing the test: children and young people with sensory impairments
Source:
Education, disability and social policy
Author(s):

Olga Miller

Rory Cobb

Paul Simpson

Publisher:
Policy Press
DOI:10.1332/policypress/9781847423375.003.0008

This chapter focuses on issues surrounding the relationship of the assessment and attainment of children and young people with special educational needs and/or disabilities that arise from visual, hearing, or multi-sensory impairments. It examines some of the implications of an assessment system in England that pulls in two opposing directions. This system can be found in the framework of government policy that was put in place by the Labour Administration, through the Every Child Matters Agenda (ECM).

Keywords:   special educational needs, multi-sensory impairments, assessment system, implications, government policy, Labour Administration, Every Child Matters

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