INFORME WARNOCK 1978 PDF

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Warnock Notes on the text The complete report is shown in this single web page. You can scroll through it or use the following links to go to the various chapters. Our review has been a wide-ranging one, extending well beyond the education service.

Our terms of reference required us to take account of the medical aspects of the needs of handicapped children and young people, together with arrangements to prepare them for entry into employment. We have also had regard to the social aspects of their needs, to relations between the different professionals engaged in meeting their needs, to the contribution of their parents and the parents' own needs for support and to the requirements for research and development. We have been very much aware of the continuing financial constraints on central and local government, and have sought to be realistic in making recommendations which would entail additional expenditure.

Some of the improvements which we have proposed could be achieved through a redeployment of existing resources; but in formulating proposals for the development of special education to the end of the century and possibly beyond, we have inevitably made some recommendations which would require substantial additional resources.

Our priorities, however, are clearly stated. We should like to emphasise that, though our Committee was large, and consisted of members from a variety of different professions, we are unanimous in submitting our report. On a very small number of issues, indicated in the text, there was difference of opinion among us.

But these issues were minor. On all our main conclusions and recommendations we were in complete agreement. Throughout our work we have been greatly helped by our assessors from government departments. Finally, it is a pleasure to record here the debt of gratitude we owe to the imaginative and thorough work of the Committee's two Secretaries, first Mr John Hedger and then Miss Imogen Luxton, who succeeded him half-way through our review. Their skill and patience are beyond praise.

To all these, as well as to our co-opted members, and others not mentioned by name we are deeply indebted. Future forms of description of children with special educational needs and of special schools. A system of recording children as requiring special educational provision. One-year full-time courses or their equivalent leading to the proposed qualification in special education.

The relationship between educational psychologists and advisers in special education. The training of members of the health service concerned with children with special needs. Adult training centres for the mentally handicapped and day centres for the physically disabled. Appendix 1: List of organisations and individuals who gave evidence to the main Committee, its sub-committees or sub-groups. Appendix 6: Research project on pre-school education and handicapped and exceptional children.

Appendix 8: Survey of the views of teachers in special and ordinary schools on special education.

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Warnock Notes on the text The complete report is shown in this single web page. You can scroll through it or use the following links to go to the various chapters. Our review has been a wide-ranging one, extending well beyond the education service. Our terms of reference required us to take account of the medical aspects of the needs of handicapped children and young people, together with arrangements to prepare them for entry into employment. We have also had regard to the social aspects of their needs, to relations between the different professionals engaged in meeting their needs, to the contribution of their parents and the parents' own needs for support and to the requirements for research and development. We have been very much aware of the continuing financial constraints on central and local government, and have sought to be realistic in making recommendations which would entail additional expenditure. Some of the improvements which we have proposed could be achieved through a redeployment of existing resources; but in formulating proposals for the development of special education to the end of the century and possibly beyond, we have inevitably made some recommendations which would require substantial additional resources.

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E-mail: xgutierrez. E-mail: eriquelme uct. The analysis was developed through national and international scientific and normative literature review, using a documentary-descriptive method. Initially, documents were identified using the following descriptors: special education, assessment, special needs, cultural diversity, indigenous students, and cultural and linguistic diversity; after applying the selection criteria, 27 documents were reviewed.

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