Physics Reports vol.264

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The expectation is that through curriculum implementation schools and teachers will A. [set] suitable learning challenges B. [respond] to pupils’ diverse learning needs C. [overcome] potential barriers to learning and assessment for individuals and groups of pupils 34 3 Educational Provision, Equity and Educational Accountability thereby giving ‘‘every pupil the opportunity to experience success in learning and to achieve as high a standard as possible,’’ including setting high expectations for pupils with special education needs (DfE[UK] 2011b).

When the Bill was first introduced to the House of Lords in 1995, considerable debate occurred about the narrowness of the proposed definition to include only those with severe disability, on the assumption that those with ‘lesser’ disabilities suffered lesser discrimination (Baroness Hollis 1995, p. 1641). The DDA(UK) was replaced by a more encompassing anti-discrimination act in England, the Equality Act 2010. However, the definition of disability in the Equality Act remains unchanged from that in the DDA(UK) of 1995.

A5. There is a significant discrepancy between the pupil’s cognitive ability and their performance, shown by: at least average verbal reasoning, non-verbal reasoning, or quantitative scores alongside below average literacy scores (as per criterion A1)—‘at least average’ here refers to standardized scores of 90 or above, and ‘below average’ to a standardized score of below 85. and/or a difference of 20 points or more between verbal and performance IQ. Performance IQ tests are usually administered by educational psychologists.

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