Cross And Egerton Commission Analysis
Cross and Egerton Commissions: 1880s
In 1888 the Egerton Commission obtained authority from The Cross Commission to work with the
'feeble minded'.
The Egerton commission originally set up in 1886 to oversee educational provision for deaf, dumb and blind children had extended it's area of responsibility to what they referred to as 'other cases as from special circumstances would seem to require exceptional methods of education'.
The way events developed at the time dictated the way special educational provision is available today and therefore introduced separated provision which is the essence of what we know today as
'special' and 'mainstream' provision.
In 1889 the Egerton Commission made recommendations that differentiation should be made …show more content…
The system in place at the time meant Local Education Authorities were forced to act to make provision for children who were believed 'capable of deriving benefit from education in the ordinary acceptation of the term'. This resulted in Local Education Authorities identifying and being able to remove children from the education system who, for whatever reason could not attend school, struggled or did not 'make substantial progress in scholastic and manual work'. These children were thought of as uneducable and placed under the charge of the Mental Deficiency Authorities.
Lower limits were identified and were considered to be an IQ of around 50 or less.
Differentiation was made by the Committee between 'educable defectives' and 'uneducable defectives', this put earlier categories of 'dull or backward' and 'feeble minded' into this being regarded. This was thought to increase the range of children defined as 'educable defective'.
Her Majesty's Inspectorate pamphlet: 1937
The 1920s saw an increase in the school leaving age. This increase had implications for …show more content…
The belief was that categorisation of children should be discarded, focussing instead on their individual educational needs.
The term 'moderate learning difficulties' (MLD) which we now know today replaced 'educationally sub-normal'. The Education Act: 1981
The Education Act was created due to the number of recommendations made by the Warnock
Report. The findings of the Warnock Report made it clear that a complete revamp of the educational provision for children with Special Educational Needs was needed.
Statements get was made a requirement for Local Education Authorities (LEAs) to recognise and assess children who may need SEN provision.
The Education Act made it possible for appeals by parents to be made against decisions made on behalf of their children's educational needs.
The SEN Code of Practice: 1994
The Education Act 1993 which is now part of the 1996 Act identified some of the problems arising from the 1981 Education Act. This enabled the Secretary of State to create a code of practice whereby all agencies could work to.
The 'Code of Practice on the Identification and Assessment of Special Educational Needs'
In 1888 the Egerton Commission obtained authority from The Cross Commission to work with the
'feeble minded'.
The Egerton commission originally set up in 1886 to oversee educational provision for deaf, dumb and blind children had extended it's area of responsibility to what they referred to as 'other cases as from special circumstances would seem to require exceptional methods of education'.
The way events developed at the time dictated the way special educational provision is available today and therefore introduced separated provision which is the essence of what we know today as
'special' and 'mainstream' provision.
In 1889 the Egerton Commission made recommendations that differentiation should be made …show more content…
The system in place at the time meant Local Education Authorities were forced to act to make provision for children who were believed 'capable of deriving benefit from education in the ordinary acceptation of the term'. This resulted in Local Education Authorities identifying and being able to remove children from the education system who, for whatever reason could not attend school, struggled or did not 'make substantial progress in scholastic and manual work'. These children were thought of as uneducable and placed under the charge of the Mental Deficiency Authorities.
Lower limits were identified and were considered to be an IQ of around 50 or less.
Differentiation was made by the Committee between 'educable defectives' and 'uneducable defectives', this put earlier categories of 'dull or backward' and 'feeble minded' into this being regarded. This was thought to increase the range of children defined as 'educable defective'.
Her Majesty's Inspectorate pamphlet: 1937
The 1920s saw an increase in the school leaving age. This increase had implications for …show more content…
The belief was that categorisation of children should be discarded, focussing instead on their individual educational needs.
The term 'moderate learning difficulties' (MLD) which we now know today replaced 'educationally sub-normal'. The Education Act: 1981
The Education Act was created due to the number of recommendations made by the Warnock
Report. The findings of the Warnock Report made it clear that a complete revamp of the educational provision for children with Special Educational Needs was needed.
Statements get was made a requirement for Local Education Authorities (LEAs) to recognise and assess children who may need SEN provision.
The Education Act made it possible for appeals by parents to be made against decisions made on behalf of their children's educational needs.
The SEN Code of Practice: 1994
The Education Act 1993 which is now part of the 1996 Act identified some of the problems arising from the 1981 Education Act. This enabled the Secretary of State to create a code of practice whereby all agencies could work to.
The 'Code of Practice on the Identification and Assessment of Special Educational Needs'