Book contents
- Frontmatter
- Contents
- List of figures and tables
- Notes on contributors
- Foreword
- Foreword
- Foreword
- Introduction
- 1 Disability and education in historical perspective
- 2 Continuity and tensions between the SEND framework and disability rights legislation in recent legislative reforms
- 3 Multi-agency working and children and young people with disabilities: from ‘what works’ to ‘active becoming’
- 4 Disabled students in higher education: what progress has been made over the last 30 years?
- 5 Meeting the standard but failing the test: the case of children and young people with sensory impairments and access to assessments and qualifications
- 6 Exploring the intersection of race and disability in English schools
- 7 The hidden world of within-school exclusion
- 8 Social, emotional and mental health needs in educational settings: putting wellbeing into socio-relational context
- Conclusion
- Index
5 - Meeting the standard but failing the test: the case of children and young people with sensory impairments and access to assessments and qualifications
Published online by Cambridge University Press: 06 September 2025
Book contents
- Frontmatter
- Contents
- List of figures and tables
- Notes on contributors
- Foreword
- Foreword
- Foreword
- Introduction
- 1 Disability and education in historical perspective
- 2 Continuity and tensions between the SEND framework and disability rights legislation in recent legislative reforms
- 3 Multi-agency working and children and young people with disabilities: from ‘what works’ to ‘active becoming’
- 4 Disabled students in higher education: what progress has been made over the last 30 years?
- 5 Meeting the standard but failing the test: the case of children and young people with sensory impairments and access to assessments and qualifications
- 6 Exploring the intersection of race and disability in English schools
- 7 The hidden world of within-school exclusion
- 8 Social, emotional and mental health needs in educational settings: putting wellbeing into socio-relational context
- Conclusion
- Index
Summary
In 2008, Miller, Cobb and Simpson wrote about the issues between assessment and attainment for children and young people who are deaf, have vision impairment (VI) or multi-sensory impairment (MSI). They examined the implications of an assessment system in England which effectively pulls in two directions.
While much remains challenging in the current system of assessment and attainment for children and young people with sensory impairment (SI), in 2023, what they achieve academically, one could argue, only gives us a small insight into their experiences in education.
This update will examine previous assertions made by Miller, Cobb and Simpson, including original extracts, in relation to the current situation. Additionally, we take a broader contextual look at education policy and changes and a glimpse at the holistic education experience for children and young people with SI.
Original chapter extracts
The following extract is taken from Chapter 8 in the first edition of this book, by Olga Miller, Rory Cobb and Paul Simpson.
This chapter takes as its focus issues around the relationship between the assessment and attainment of those children and young people who have special educational needs (SEN) and/or disabilities arising from hearing, visual or multi-sensory impairments. In particular, the chapter examines some of the implications of a system of assessment in England that pulls in two opposing directions.
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- Education, Disability and Social Policy , pp. 94 - 106Publisher: Bristol University PressPrint publication year: 2025
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