An examination and analyses of issues and practice in baseline assessment. It has become one of the most controversial issues in British education. The author presents cases supporting the assessment, and cases that argue against it.
This book celebrates good practice in the area of early years and special needs by bringing together authors who are either practitioners or researchers, from a range of different and diverse early years settings including nurseries and units providing special provision. They describe their work with young children who have different and distinctive special needs and disabilities.
This book celebrates good practice in the area of early years and special needs by bringing together authors who are either practitioners or researchers, from a range of different and diverse early years settings including nurseries and units providing special provision. They describe their work with young children who have different and distinctive special needs and disabilities.
The chapters in this work describe and explore: contemporary assessment and intervention work with young children with Down's Syndrome, and with hearing, vision, physical and language special needs, the ways in which policies are being translated into practice, and inter-agency co-operation.
Offers an in-depth examination of parenting eduction and support in a wide range of contexts. The authors examine practice in a variety of settings and the theory underpinning these practices, where parenting education has become a key vehicle for the delivery of family-focused and social policies.
