Author:
Tymms Peter,Elliott Julian
Abstract
This paper considers conceptual and methodological difficulties concerning the assessment of children’s special educational needs. It argues that the resurgence of the medical model of diagnosis and categorisation often offers little to those who seek to develop meaningful intervention programmes. Six specific difficulties in assessing special educational needs are identified and discussed. The paper concludes by offering a number of proposals which, it is argued, would add greater scientific rigour to this process.
Publisher
British Psychological Society
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2 articles.
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