ABSTRACT
The framework for the development of quality assurance was the School Development Plan and the target areas identified. Each one consisted of a series of audit questions, performance indicators and instruments/documents. Analysis of what happens in classrooms has become the central feature of people quality assurance process. The quality assurance programme has created a climate where it is accepted as a potent tool in the planning, implementation and evaluation of curricular developments. Yet developments in the field of special needs continued to be very much based around individual needs. This chapter explores ways other than classroom observation for the collection of evidence. 'Control' is an emotive word and the introduction of other jargon such as 'mission statement', 'targets', 'performance indicators' and 'audits' provoked a great deal of concern. The performance indicators could be written plans, policies, agreements or lists of criteria which related to classroom practice.
