Over-identification of special educational needs in younger members of the age cohort: Differential effects of level of assessment and category of need

Garry Squires; Neil Humphrey; Alexandra Barlow

Over-identification of special educational needs in younger members of the age cohort: Differential effects of level of assessment and category of need

Garry Squires, Neil Humphrey, Alexandra Barlow

Manchester Institute of Education

Research output: Contribution to journal › Article › peer-review

Abstract

Our education system is characterised by the competing demands of achievement and inclusion agendas. The achievement agenda is concerned with setting politically motivated high academic expectations for all children with a system of measurement and quality control determined through performance indicators for schools, whereas the inclusion agenda emphasises inclusion of all children in local mainstream schools irrespective of their academic achievement.

Original language	English
Pages (from-to)	23-26
Journal	Assessment & Development Matters
Volume	5
Issue number	1
Publication status	Published - Mar 2013

Keywords

SEN
Month of Birth
Assessment
Identification

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

1 Chapter

Being pushed and pulled: making sense of inclusive and exclusive forces
Squires, G., 14 Mar 2023, The Routledge Handbook of Inclusive Education for Teachers Educators: Issues, Considerations, and Strategies. Halder, S., Dada, S. & Banerjee, R. (eds.). Routledge
Research output: Chapter in Book/Conference proceeding › Chapter › peer-review

File

1 Invited talk

Are there too many kids with SEN? Exploring the factors that influence over-identification
Squires, G. (Discussant)
5 Apr 2017
Activity: Talk or presentation › Invited talk › Research

File

Cite this

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title = "Over-identification of special educational needs in younger members of the age cohort: Differential effects of level of assessment and category of need",

abstract = "Our education system is characterised by the competing demands of achievement and inclusion agendas. The achievement agenda is concerned with setting politically motivated high academic expectations for all children with a system of measurement and quality control determined through performance indicators for schools, whereas the inclusion agenda emphasises inclusion of all children in local mainstream schools irrespective of their academic achievement.",

keywords = "SEN, Month of Birth, Assessment, Identification",

author = "Garry Squires and Neil Humphrey and Alexandra Barlow",

year = "2013",

month = mar,

language = "English",

volume = "5",

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journal = "Assessment & Development Matters",

issn = "2040-4069",

publisher = "British Psychological Society",

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}

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AU - Squires, Garry

AU - Humphrey, Neil

AU - Barlow, Alexandra

PY - 2013/3

Y1 - 2013/3

N2 - Our education system is characterised by the competing demands of achievement and inclusion agendas. The achievement agenda is concerned with setting politically motivated high academic expectations for all children with a system of measurement and quality control determined through performance indicators for schools, whereas the inclusion agenda emphasises inclusion of all children in local mainstream schools irrespective of their academic achievement.

AB - Our education system is characterised by the competing demands of achievement and inclusion agendas. The achievement agenda is concerned with setting politically motivated high academic expectations for all children with a system of measurement and quality control determined through performance indicators for schools, whereas the inclusion agenda emphasises inclusion of all children in local mainstream schools irrespective of their academic achievement.

KW - SEN

KW - Month of Birth

KW - Assessment

KW - Identification

M3 - Article

SN - 2040-4069

VL - 5

SP - 23

EP - 26

JO - Assessment & Development Matters

JF - Assessment & Development Matters

IS - 1

ER -

Over-identification of special educational needs in younger members of the age cohort: Differential effects of level of assessment and category of need

Abstract

Keywords

UN SDGs

Fingerprint

Research output

Being pushed and pulled: making sense of inclusive and exclusive forces

Activities

Are there too many kids with SEN? Exploring the factors that influence over-identification

Cite this