Dating site for single parents of handicapped children

In particular, we should like to express our gratitude to Mr Michael Walker and his successor Mr Vivian Stevens of the Department of Education and Science and to Dr Esther Simpson and Mr Bob Brown of the Department of Health and Social Security, who have helped us continuously for three and a half years.

We are also deeply grateful to Mr John Fish, Mr Alastair Milne and Mr Malcolm Stone of Her Majesty's Inspectorate for their continuous help and advice.

Notes on the text The complete report is shown in this single web page.

You can scroll through it or use the following links to go to the various chapters.

Another group went to Denmark and Sweden to study the implementation of the policy of educating severely handicapped children in ordinary schools and the provision made for handicapped young people over 16.

A third party visited Holland and West Germany to see a range of special schools in those countries.

On a very small number of issues, indicated in the text, there was difference of opinion among us. On all our main conclusions and recommendations we were in complete agreement.

We invited representatives of some of these organisations as well as a number of the individuals to discuss with us points of special interest in their submissions and we also asked other people with expertise in particular fields to meet us for discussion of specific topics.

We should like to express our thanks to those who undertook research projects for us, as well as to those parents, young people, professionals in different services and others who were the source of their information. In the course of our work we made many visits, individually or in groups, to a wide range of institutions in England, Scotland and Wales.

The places visited are too numerous to list but they included nursery schools and special nursery units, ordinary schools, maintained and non-maintained special schools, independent schools catering wholly or mainly for handicapped pupils, hospitals, assessment centres, colleges of further education, colleges of education and departments of education in polytechnics.

In addition, small sub-groups met for varying lengths of time to discuss particular topics.

These included the curriculum in special education; confidentiality and the flow of information; advice and support in special education; co-ordination of services; the SE Forms procedure; and research and development. Although our membership covered a wide range of interest and expertise, we felt that we would benefit from the presence on our sub-committees of additional members with relevant knowledge and experience.

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