ABSTRACT

Participation is one of the fashionable words of the early 1990s and this is a purposeful, initial way in which it can be applied. It is a matter of regret that the requirements of the National Curriculum, as they stand, in terms of assessment and record keeping are likely to make intolerable demands on teachers' time, possibly affecting their performance. The Task Group on Assessment and Testing (TGAT) stressed strongly that teacher assessment should be a fundamental element of a national system, and that it should be moderated in order to inform national standards. Schools found great difficulties in managing this behaviour and either had to exclude these pupils or appoint staff to supervise them. Suitable provision for pupils with severe learning difficulties has been a subject for lively discussion for many years — possibly ever since special facilities have been organized for young people with special educational needs.