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dc.contributor.authorDyson, Simon
dc.date.accessioned2010-06-17T14:42:32Z
dc.date.available2010-06-17T14:42:32Z
dc.date.issued1987
dc.identifier.citationDyson, 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.isbn033515977X
dc.identifier.urihttp://hdl.handle.net/2086/3893
dc.descriptionPart of the Open University series Curricula for Allen
dc.description.abstractThis 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.isoenen
dc.publisherOpen University Pressen
dc.subjectlearning disabilityen
dc.subjectprofessionalsen
dc.subjectcase studyen
dc.subjectspecial educational needsen
dc.subjectassessmenten
dc.titleReasons for assessment: rhetoric and reality in the assessment of children with severe learning difficulties.en
dc.typeBook chapteren
dc.researchgroupUnit for the Social Study of Thalassaemia and Sickle Cell
dc.researchgroupMary Seacole Research Centre
dc.peerreviewedYesen
dc.researchinstituteInstitute for Allied Health Sciences Researchen


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