The 1981 Education Act in Derbyshire

Derbyshire Local Education Authority reviews its arrangements for providing a service to pupils with special educational needs. Julien Kramer, assistant education officer, special needs, reports that while the new procedures find general acceptance there are some warts that need to be treated.     

Implementing the 1981 Education Act

This article examines factors affecting the development and implementation of Education Policy with special reference to the 1981 Education Act for England and Wales. Research is reported about professional practice and administrative behaviour in special education assessment. Six professional and administrative factors are identified which may affect the implementation of the new special education legislation:

1. The nature of the professional domain of special education assessment;
2. The emergence of competing definitions of special educational need and good practice;
3. The concern for professional and administrative accountability;
4. The concern for the rights of users of special education provision;
5. The politicisation of special education through the development of interest groups;
6. The market relations between supply and demand in special education provision.

     

Scotland and the 1981 Education Act

Bureaucratic, over-formal and time consuming, but strengthening parents' rights and sharpening up the accountability of professionals - these are among the main reactions to the recording procedures of the Education (Scotland) Act 1981 which a Scottish team discovered recently. Dr George Thomson and Alexander Budge, of the Department of Education, Edinburgh University, and Marianna Buultjens and Margaret Lee, Moray House College of Education, Edinburgh, report on aspects of their study of the reactions of professionals and parents concerned with the education of visually impaired children.     

Parental Perceptions and the 1981 Education Act

Parents of children assessed for special educational needs were interviewed in two London Boroughs. The results, highly relevant to the current issues of integration and parental participation, are discussed by Dr Sarah Sandow, principal lecturer in the Education Department, West London Institute of Higher Education, and research assistant, Penny Stafford.     

Challenges in the 1981 Act

The effectiveness of the 1981 Education Act will depend on how it is interpreted. Prof. K. Wedell, J. Welton and G. Vorhaus, Institute of Education, London University, discuss some challenges presented by the concept, assessment and formulation of special educational needs     

Barasley Responds to the 1981 Act

Findings from the countrywide study of how local education authorities have been implementing the 1981 Education Act, given in the preceding pages, are complemented by this case study of one LEA's response to the Act. Jim Conway, adviser, special educational needs, and Roy Hepworth, assistant education officer, Metropolitan District of Barnsley, also refer to some of the issues raised by Professor Wedell and his coauthors, including the definition of 'special educational needs', the way the term is being interpreted, and the continuing emphasis on within-child factors.     

Policy and Provision under the 1981 Act

This paper is an account of a research project on 'The 1981 Education Act: Policy and Provision for Special Educational Needs'. It was carried out at the Institute of Education, London University, and funded by the Department of Education and Science. The research was directed by Dr J. Welton and Professor K. Wedell. Brian Goacher was the senior research officer and Jennifer Evans, the research officer.     

美国全国教育协会与《国防教育法》

美国全国教育协会是美国最具影响力的教育社团之一,中外学界曾对其给予一定的关注。就已有的研究成果来看,国内学者尚未深究全国教育协会与重大联邦教育立法《国防教育法》之间的关系。通过梳理《国防教育法》的出台过程以及全国教育协会争取联邦资助教育的历程,可以发现,全国教育协会将《国防教育法》的通过视为实现自身诉求的"垫脚石"。对于协会而言,1958年《国防教育法》的通过是一次"复杂的胜利"。法案背后承载的是全国教育协会与政策制定者的对弈。     

The Passing of the Education Reform Act

When the Education Reform Bill, now an Act, was published higher education received little attention. It was a massive Bill, with major changes for the schools. But as time went on reaction outside Parliament, and lobbies within it caused higher education, but mainly the universities and their role, to be forced to the front of the political stage. Although key government concessions were made in the Commons, most of the action happened in the Lords. The government may have wanted to deflect the Lords from making substantial changes to their school reforms by giving their Lordships something to bite on in higher education. Or was it the success of the CVCP campaign, which undoubtedly raised morale in the universities, that was responsible for key changes? Was it luck, political circumstance, or the intellectual vigour of the arguments that led to government defeats on the question of academic freedom? This paper traces the passage of the Bill as it affected higher education.     

维多利亚时期英国的贫民免费学校运动

贫民免费学校是维多利亚时期英国的一个特殊教育机构,它的对象是那些被排斥在已有教育体制之外的贫困儿童。这种特殊性带来了学校在教学内容、教育模式、经营方式以及师资队伍等方面的特色。这一运动对英国社会以及被救助的贫寒儿童都带来了诸多裨益。     

Parents,professionals and social welfare models: the implementation of the Education (Scotland) Act 1981

ABSTRACT

This paper examines the effect of the Education (Scotland) Act, 1981, in terms of one of its aims, that is, to increase parental control over assessment, recording and placement of children with special educational needs. Kirp (1982) has argued that British provision for children with special educational needs reflects a social welfare model based on a belief in professional benevolence and expertise. This is in contrast with the United States, where a human rights model of social welfare prevails. Kirp's account is critically examined through an analysis of the legislation and guidance literature, and also data gathered from interviews with professionals and parents.

It is concluded that data do exist to support Kirp's argument. The legislation did not radically increase parents’ rights, and professionals themselves retained control through failing to provide parents with adequate information, often excluding them from multi‐disciplinary meetings and omitting to foster the involvement of voluntary organisations and Named Persons.     

终身教育法的人本哲学研究

终身教育法作为终身教育体系的一个重要组成部分,保障并促进了其发展和完善。通过分析保证生命存在的尊严、保障获得生存技能和完善生活目标,并结合各国终身教育法的发展现状,来探析终身教育法的人本哲学基础,促进终身教育法的建设和终身教育体系的完善。     

Will Circular 6/86 Frustrate the 1981 Act?

The implications of DES Circular 6/86 are discussed by Harry Daniels and Sarah Sandow, who are engaged in in-service education for teachers in special education, at the West London Institute of Higher Education.