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Two surveys were undertaken for us by the Department of Education and Science: one of the views of teachers in special and ordinary schools on various aspects of provision for children with special educational needs; and the other of the cost per place in special schools and special classes and units in nine local education authorities.Details of some of these projects are given in Appendices 5-8.Those organisations and individuals who submitted written evidence or gave oral evidence to us in full Committee, in sub- committees or in sub-groups are listed in Appendix 1. Our report also draws on the findings of a number of research projects undertaken on our behalf.

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Our terms of reference required us to take account of the medical aspects of the needs of handicapped children and young people, together with arrangements to prepare them for entry into employment.

We have also had regard to the social aspects of their needs, to relations between the different professionals engaged in meeting their needs, to the contribution of their parents and the parents' own needs for support and to the requirements for research and development.

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.

(page numbers in brackets) Preliminary pages (i-xiii) Membership, Contents Introduction (1-3) Chapter 1 (4-7) General approach Chapter 2 (8-35) Historical background Chapter 3 (36-49) Scope of special education Chapter 4 (50-72) Discovery, assessment and recording Chapter 5 (73-93) Children under five Chapter 6 (94-98) Schoolchildren with special needs: introduction Chapter 7 (99-120) Special education in ordinary schools Chapter 8 (121-149) Special education in special schools Chapter 9 (150-161) Parents as partners Chapter 10 (162-204) Transition from school to adult life Chapter 11 (205-225) Some curricular considerations Chapter 12 (226-251) Teacher education and training Chapter 13 (252-262) Advice and support in special education Chapter 14 (263-276) Other education service staff Chapter 15 (277-294) Health service and social services Chapter 16 (295-308) Relations between professionals, confidentiality and co-ordination of services Chapter 17 (309-317) Voluntary organisations Chapter 18 (318-324) Research and development Chapter 19 (325-337) Priorities and resources Summary of recommendations (338-366) Appendices Appendix 1 (367-379) List of contributors Appendix 2 (380-381) Categories of handicapped pupils Appendix 3 (382-383) Possible grid as basis for statistical returns Appendix 4 (384-387) Organisation of health service Appendix 5 (388) Research project on services for parents of under 5s Appendix 6 (389-390) Research project on pre-school education Appendix 7 (391-392) Research project on employment experiences of handicapped school leavers Appendix 8 (393-394) Survey of teachers' views on special education Index (395-416) Report of the Committee of Enquiry into the Education of Handicapped Children and Young People London: Her Majesty's Stationery Office 1978 Crown copyright material is reproduced with the permission of the Controller of HMSO and the Queen's Printer for Scotland.

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