Warnock (1978)

Notes on the text
Preliminary pages Membership, Contents, Introduction
Chapter 1 General approach
Chapter 2 Historical background
Chapter 3 Scope of special education
Chapter 4 Discovery, assessment and recording
Chapter 5 Children under five
Chapter 6 Schoolchildren with special needs: introduction
Chapter 7 Special education in ordinary schools
Chapter 8 Special education in special schools
Chapter 9 Parents as partners
Chapter 10 Transition from school to adult life
Chapter 11 Some curricular considerations
Chapter 12 Teacher education and training
Chapter 13 Advice and support in special education
Chapter 14 Other education service staff
Chapter 15 Health service and social services
Chapter 16 Relations between professionals, confidentiality and coordination of services
Chapter 17 Voluntary organisations
Chapter 18 Research and development
Chapter 19 Priorities and resources
Summary of recommendations

Appendices

Appendix 1 List of contributors
Appendix 2 Categories of handicapped pupils
Appendix 3 Possible grid as basis for statistical returns
Appendix 4 Organisation of health service
Appendix 5 Research project on services for parents of under 5s
Appendix 6 Research project on pre-school education
Appendix 7 Research project on employment experiences of handicapped school leavers
Appendix 8 Survey of teachers' views on special education

Index

Report of the Committee of Enquiry into the education of handicapped children and young people

London: Her Majesty's Stationery Office 1978
© Crown copyright material is reproduced with the permission of the Controller of HMSO and the Queen's Printer for Scotland.

ISBN 0 10 172120 X

Appendix 3 A possible grid as a basis for statistical returns
[pages 382 - 383]

1. We indicated in Chapter 4 (paragraphs 4.76-7) the need for a grid as a basis for statistical returns to the Department of Education and Science, Scottish Education Department and Welsh Office of children recorded as in need of special educational provision. We suggested that one of its axes should list a number of different areas of functioning under which any impairment could be shown and the other should take the form of a scale on which the degree of impairment could be indicated.

2. A possible grid is shown below. The headings comprise a list of various areas of functioning - vision, hearing, mobility (sub-divided into upper and lower limb), intellectual functioning and language (sub-divided into expressive language and language comprehension) - as well as social and emotional behaviour and the general condition of physical health. The heading 'specific learning' is designed to accommodate children with specific learning difficulties. The grid would allow the degree of any impairment in each of these areas to be recorded on a five-point scale. We envisage that the column for 'specific learning' would be ruled off in the absence of a specific learning problem. All other columns would be completed and the degree of impairment indicated on the scale.

3. Instructions for completion would need to be provided defining more clearly the different headings, particularly 'specific learning', and giving guidance on the use of the scale. A feasibility study on the use of such a grid would be essential, as we recommended in Chapter 4.