The Ascertainment of Educationally Subnormal Children

Williams, Paul D.

doi:10.1080/0013188650070205

Cited by 5 publications

(2 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These questions lead us to two further and crucial points. The first is that the actual criteria used (or the factors involved) in allocation to different provisions are not clearly known and may vary from one local authority to another (Presland, 1970;Williams, 1965). It might well be that the differences obtained are due to the fact that particular types of children with particular circumstances are allocated to each provision.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, there is the awareness of environmental ' handicaps ' or ' deficiency ' as a concomitant if not the cause of ' subnormality.' While, again, there is a danger of confusing ' deficiency ' with ' relativity ' this warns against an emphasis on schooling when the problem is ' societal ' : witness the remarkable difference in social class distribution between ESN children with and without organic defects (Williams and Gruber, 1967;. However, all this is not to detract attention from those relatively few cases (Rutter et al, 1970) who display organic deficiencies.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

A Comparative Longitudinal Analysis of Special Education Groups

Ghodsian

Calnan

1977

Brit J of Edu Psychol

View full text Add to dashboard Cite

Summary. The reading and mathematics performance of five groups of primary school age children (four of which were receiving special education in various forms) were compared longitudinally using a nationally representative sample. The various educational provisions were evaluated taking into account the earlier placement and performance of the children. There was little difference in the reading progress of ESN(M) children in ordinary and special schools although the latter made more progress in mathematics. The results also suggested that children receiving some help within normal schools made most progress.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%