The questions of values within special education are addressed in this work. The need for this derives from the changes in legislation and practice in the UK and abroad, including the development of inclusive education systems. The values underlying these, and other educational developments, are examined. The book is grounded in real issues faced by practitioners who find themselves confronting choices which challenge their value systems, or those of colleagues, parents of the children themselves.

All schools are required, at present, to choose and implement an accredited scheme for Baseline Assessment, a legal requirement for all children as they enter schooling from five years of age. This book examines the purposes of Baseline Assessment and provides practical guidance on the approaches available and the nature of recommended schemes. It should be of interest to early years and primary teachers, students and lecturers as well as educational psychologists, administrators and inspectors with responsibility for early years and primary National Curriculum assessment.

The integration of children with special needs into mainstream schools demands a reorganisation of staff and support levels both in schools and in the advisory services. Integration and the Support Service, illustrated with examples from a detailed case study of one Local Education Authority, shows how support services can most effectively be matched to needs and how new strategies for integration can be developed.