Reasons for assessment: rhetoric and reality in the assessment of children with severe learning difficulties.

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dc.contributor.author Dyson, Simon
dc.date.accessioned 2010-06-17T14:42:32Z
dc.date.available 2010-06-17T14:42:32Z
dc.date.issued 1987
dc.identifier.citation Dyson, S. (1987) Reasons for assessment: rhetoric and reality in the assessment of children with severe learning difficulties. In: Booth, T. and Swann, W. eds. Including pupils with disabilities. Milton Keynes: Open University Press, en
dc.identifier.isbn 033515977X
dc.identifier.uri http://hdl.handle.net/2086/3893
dc.description Part of the Open University series Curricula for All en
dc.description.abstract This chapter is based on research carried out by Simon Dyson in the early 1980s into the problems facing the parents of children with mental handicaps, particularly in their contact with professionals. In the first part of the chapter, he identifies fifteen distinct functions which a professional assessment of a child may serve, apart from the purported aim of identifying the child’s needs. In the second part of the chapter, he analyses in detail extracts from the assessment of two children. He uses the exchange between parents and professional to demonstrate how remote these encounters are from the mythology of professionalism that remain such a potent force in special education. en
dc.language.iso en en
dc.publisher Open University Press en
dc.subject learning disability en
dc.subject professionals en
dc.subject case study en
dc.subject special educational needs en
dc.subject assessment en
dc.title Reasons for assessment: rhetoric and reality in the assessment of children with severe learning difficulties. en
dc.type Book chapter en
dc.researchgroup Unit for the Social Study of Thalassaemia and Sickle Cell
dc.researchgroup Mary Seacole Research Centre
dc.peerreviewed Yes en


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