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The United Kingdom's Code of Practice on the Identification and Assessment of Special Educational Needs is presented, along with an introduction explaining the code of practice, which gives guidance to local education authorities (LEAs) and school governing bodies on responsibilities toward children with special educational needs. Contents cover principles and procedures, school-based stages of assessment and provision, criteria for a statutory assessment and how it is conducted, content of a statement of special educational needs, assessments and statements for children under age 5, and the annual review of statements. The code recommends use of a staged approach by schools and LEAs to help match special educational provision to children's needs. As guidance, the code sets out a five-stage model which involves: identification of special educational needs, coordination of the child's educational provisions by the school's coordinator, support from outside specialists, preparation of a multidisciplinary assessment, and consideration of the need for a statement of special educational needs. Appendices include: information on transitional arrangements, a glossary, an index, and the text of the Education (Special Educational Needs) Regulations 1994. (SW)

This document outlines how the government of the United Kingdom intends to achieve and sustain full employment and social justice across the country. Chapter 1 discusses the United Kingdom's economic, educational, and social problems and details plans to solve them through a policy based on the following principles: (1) building an economy with stability and steady growth; (2) making work pay by reforming the tax and benefit system; (3) making work possible by providing new support and new opportunities for people to move from welfare to work; (4) promoting diversity; (5) modernizing the delivery of welfare; and (6) reversing the underinvestment in education and training. Chapter 2 describes the next steps in achieving full employment across the United Kingdom and addressing specific challenges in Scotland, Wales, and Northern Ireland. Chapter 3 focuses on radical extension of active labor market policies to cover individuals receiving welfare benefits, improvement and extension of the United Kingdom's New Deals, and development of the Working Age Agency to step up efforts to help people into work. Chapter 4 explains why future economic success depends on investing in education and training and outlines the United Kingdom's new employer-focused strategy for improving workers' skills. The World Wide Web addresses of eight pertinent public agencies are listed. (MN)

The need for an increased use of statistical data and quantitative analysis in many areas of science policy is emphasized in this report of the hearing on science evaluation methods used in Great Britain. The testimony given by Professor Benjamin Martin of the Science Policy Research Unit at the University of Sussex in England explains how quantitative information is used by the British in developing policies for science. Appendices consist of the selected papers by Professor Martin and his colleague Professor John Irvine and also contain seven critiques of Martin and Irvine's methodology. (ML)