Describes the implementation in one British school district of a model auditing system that takes curriculum as its starting point. Although the model drives the local educational authority funding formula, its educational importance is at the school level. Its implementation in a special secondary school for students with severe, profound, and…

The article describes how a British residential school for hearing-impaired children tackled difficult behavior and became more conscious of its ethos by employing a problem-centered methodology. Problems such as intra-school communication and students' inappropriate social behavior were the focus of a teacher workshop and resultant task groups.…

The article examines issues of concern to the introduction of required teacher appraisals in British special schools. A survey of 32 headteachers in special schools suggests some guidelines for an effective and fair system, including integrating appraisal with staff development, encouraging self evaluation, and improving inservice education. (DB)

The article describes the whole school approach to special education provision in British primary schools. Schools are encouraged to develop a policy document covering such aspects as general aims, staff roles, assessment and record keeping, curriculum, working with parents, staff development, and policy review. (DB)

This article addresses how Part III of the 1993 Education Act (England) and differences in types of disabilities may affect the time required to complete student assessments and required statements of special educational needs (SEN). Differential needs of students with emotional and behavioral difficulties are noted, as are both the threats and…

This article offers the viewpoint of a local educational authority officer concerning the British Code of Practice (1994), which provides standards for the legal statement, review, and reassessment processes for students with special educational needs. Positive and negative implications, as well as the historical and administrative context, are…

This article summarizes the 1992 British report, "Getting in on the Act," which examines implementation of the 1981 Education Act and recommends provisions for students with special needs. Criticisms of the 1981 Act focus on its lack of clarity, lack of accountability, and lack of incentives. A new relationship between local education authorities…

This article considers issues concerning assessment of students with special needs at Key Stages 1 and 3 of the British National Curriculum. These include timing and administration of assessments, teacher training, special adaptations to the assessments, special arrangements, recording and reporting, and exceptions. (DB)

The GRIDS (Guidelines for Review and Internal Development in Schools) is a 5-stage model which has been used in 15 British local education authorities. This article describes the stages, identifies the model's benefits, offers an analysis of comments about the initial review stage, considers staff training, and shows the model's usefulness for…