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The Code of Practice in schools: learning from Recording of Achievement
Author(s) -
Richmond Robin C.
Publication year - 1994
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/j.1467-8578.1994.tb00117.x
Subject(s) - code of practice , process (computing) , identification (biology) , special education , code (set theory) , learning disability , government (linguistics) , resource (disambiguation) , mathematics education , psychology , student achievement , academic achievement , pedagogy , medical education , computer science , engineering ethics , medicine , developmental psychology , engineering , computer network , linguistics , philosophy , botany , set (abstract data type) , biology , programming language , operating system
The debate about the Government's Code of Practice on the Identification and Assessment of Special Educational Needs has largely been concerned with procedural matters and resource implications, and not about developing appropriate teaching and learning responses to children with special needs. Robin Richmond (formerly a Senior LEA Inspector for SEN, now a Registered Inspector and Educational Consultant) argues that the process of Recording of Achievement has much in common with, and can inform, the school based stages of assessment in the Code of Practice. Recording of Achievement is an approach to assessment which recognises individual achievement, and in the process, identifies individual learning needs, and involves the learner in reviewing progress and setting new targets. It is, like all effective special education, child centered.