In the identification of special educational needs, common standards of cognitive and social development, and of school learning, should be applied to all children, including those from severely socially disadvantaged families. The condition of urban poverty does not result in a minority culture for the rearing of children which is different from the prevailing culture, and which would require different standards to be applied to its children. Positive discrimination, like the policy of higher priority in the distribution of resources towards schools in areas of high deprivation, is not an alternative to individual clinical assessment of need and special educational provision.
Get full access to this article
View all access options for this article.
References
1.
BaylisJ.. (1973), Methodological and experiential factors in the performance of young children on conceptual tasks. Unpub. M.Ed. Dissertation, University of Birmingham.
2.
BurtC.. (1937), The Backward Child, University of London Press.
3.
Centre for Child Study, Child Development Study (Birmingham 1968-71): A study of inadequate families, Reports Part 1 (1972), Part 2 (1973), Parts 3 and 4 (1974), CORE 2 (3), 1978.
4.
Department of Education and Science (1967), Children and their PrimarySchools (The ‘Plowden’ Report). London: H.M.S.O.
5.
FurneauxW. D., and GibsonH. B.. (1966), The New Junior Maudsley Inventory.University of London Press.
6.
GullifordR.. (1977), Trends in special education,Educational Review, 29: 233–240
7.
HagueM.. (1970), A scale for describing young children. Unpub. Dip.Ed. Dissertation, University of Birmingham.
8.
HerbertG. W.. (1972), Teachers’ ratings of classroom behaviour: a study of psychological correlates among boys from working-class families. Unpub. Ph.D. Thesis, University of Birmingham.
9.
HerbertG. W.. (1974), Teachers’ ratings of classroom behaviour: factorial structure,British Journal of Educational Psychology, 44: 233–240.
10.
HerbertG. W.. (1975), Social behaviour rating scale, Occasional Papers of Division of Educational and Child Psychologists, British Psychological Society, 4: 157–163.
11.
LunzerE. A.. (1970), Construction of a standardised battery of Piagetian tests to assess the development of effective intelligence,Research in Education, 3: 53–72.
12.
NewsonJ., and E.. (1968), Four years on in an urban community.London: Allen and Unwin.
13.
NewsonJ., and E.. (1976), Seven years old in the home environment.London: Allen and Unwin.
14.
NewsonJ., and E.. (1977), Perspectives on school at seven years old.London: Allen and Unwin.
15.
PhillipsC. J.. (1978), Children from severely disadvantaged families and special education: Part I,Research in Education.
16.
TylerW.. (1977), The sociology of educational inequality.London: Methuen.
17.
VanceE. T.. (1963), Social disability,American Psychologist, 28: 498–511.
18.
VernonP. E.. (1965), Environmental handicaps and Intellectual Development: Part II, British Journal of Educational Psychology, 35: 117–126.
19.
WardJ., and FitzpatrickT. F.. (1970), The New British Intelligence Scale: construction of logic items,Research in Education, 4: 1–23.
20.
WedgeP., and ProsserH.. (1973), Born to fail.London: Arrow Books.
21.
WilkieJ. S.. (1962), A study of the Self Picture and its concomitants in the period from the last year of primary school to the first year of the secondary school. Unpub. Ph.D. Thesis. University of London.
22.
WilsonH.. (1974), Parenting in poverty,British Journal of Social Work, 43: 241–254.
23.
WilsonH., and HerbertG. W.. (1978), Parents and children in the inner city.London: Routledge & Kegan Paul.
24.
YounghusbandE. (eds) (1970), Living with handicap: The report of a working party on children with special needs.National Bureau for Co-operation in Child Care.
