Term of birth and identification of special educational needs based on the British Code of practice (1994) : a study and an internship report

Wilmott, Angela (1996) Term of birth and identification of special educational needs based on the British Code of practice (1994) : a study and an internship report. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (10MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

This internship report documents the internship component of the Master of Education, Educational Psychology programme which was completed with the Psychology and Assessment Service in Harlow, Essex, England. The report comprises a descriptive internship placement component and a research component. The internship placement component includes a description of the West Essex Psychology and Assessment Service, a statement of the intern's goals and objectives for the placement, and a description of the internship experience. The research component presents an investigation of term of birth effects on the identification of special educational needs at Stages 1, 2, and 3 of the Code of Practice (1994) Stages of Assessment. The results of this investigation indicated that a considerably higher proportion of special educational needs cases consist of summer-born rather than spring or autumn-born children. In the study, summer-born children comprised a higher proportion of each type of special educational needs category identified. The results also confirmed that a higher proportion of summer-born children identified with special educational needs are at Stage 1 of Assessment. This trend of summer-borns comprising the highest proportion of cases was not consistent across Years 3,4, 5, and 6 of schooling.

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