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The currency of assessment for learners with SEND

Written by: Alistair Crawford
7 min read
ALISTAIR CRAWFORD, NATIONAL NETWORK OF SPECIALIST PROVISION (NNSP), UK This article explores aspirations and meaningful outcomes beyond the school gates through the perspective of ‘experts by experience’. … this problem of deficit framing is located within the wider societal issue of the meritocracy, life’s “sorting principle” which has narrowed what we perceive a “good life” to be and what is valued by schools and across society. (Newmark and Rees, 2022, p. 13) Newmark and Rees (2022) explore the challenges of meritocracy for learners with additional needs, identifying how narrow measures to assess progress and success will more than likely lead to an education system in which there are ‘winners and losers’. Sadly, for many learners with SEND (special educational needs and disability), they will fall into the latter category. The Institute of Health Equity’s paper ‘A fair, supportive society’ (Rickard and Donkin, 2018) shares shocking statistics about

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    Author(s): Bill Lucas