Lords question for short debate on whether they have made any recent evaluation of the efficiency of administrative health units with regard to the provision, assessment and diagnosis of developmental care for children with special needs, particularly in relation to Autism Spectrum Disorder.

Lords question for short debate on whether they have made any recent evaluation of the efficiency of administrative health units with regard to the provision, assessment and diagnosis of developmental care for children with special needs, particularly in relation to Autism Spectrum Disorder.

To ask Her Majesty's Government whether prison programmes or procedures are in place to assess prisoners with communication difficulties; whether there are prison programmes or procedures to identify those who may be on the autism spectrum; and what are the contents of such programmes.

To ask Her Majesty's Government whether prison programmes or procedures are in place to assess prisoners with communication difficulties; whether there are prison programmes or procedures to identify those who may be on the autism spectrum; and what are the contents of such programmes.

Further to the Written Answers by the Lord Rooker on 8 June 2005 (WA 90), 14 June 2005 (WA 119) and 30 June 2005 (WA 43), whether education and library boards in Northern Ireland have put in place multidisciplinary diagnostic and assessment teams to diagnose children with autism spectrum disorder; and what added financial support has...

Further to the Written Answers by the Lord Rooker on 8 June 2005 (WA 90), 14 June 2005 (WA 119) and 30 June 2005 (WA 43), whether education and library boards in Northern Ireland have put in place multidisciplinary diagnostic and assessment teams to diagnose children with autism spectrum disorder; and what added financial support has...

Whether they will review their policy on pupil authority and parental decision making in the light of the comments of Dr Morrison of Queen’s University of Belfast reported in the Belfast Telegraph on 25 June.

Whether they will review their policy on pupil authority and parental decision making in the light of the comments of Dr Morrison of Queen’s University of Belfast reported in the Belfast Telegraph on 25 June.

Whether they have any proposals on the accountability of the design and administration of the 11-plus transfer test in Northern Ireland; and whether they will provide access to information that would permit technical analysis; and

Whether they have any proposals on the accountability of the design and administration of the 11-plus transfer test in Northern Ireland; and whether they will provide access to information that would permit technical analysis; and

When the Department of Education in Northern Ireland will publish a technical analysis and revised specification for the 11-plus transfer test, in the light of the report Testing the Test of April 2000.

When the Department of Education in Northern Ireland will publish a technical analysis and revised specification for the 11-plus transfer test, in the light of the report Testing the Test of April 2000.

When they adopted the American Educational Research Association’s or the American Psychological Association’s standards for educational and psychological testing for (a) the 11-plus transfer test, and (b) the proposed pupil profiling to be used when the current 11-plus is replaced in Northern Ireland; and

When they adopted the American Educational Research Association’s or the American Psychological Association’s standards for educational and psychological testing for (a) the 11-plus transfer test, and (b) the proposed pupil profiling to be used when the current 11-plus is replaced in Northern Ireland; and

How many of the 24 validity and 20 reliability standards used by the American Psychological Association to measure educational testing instruments have been met by (a) the 11-plus transfer test, and (b) the proposed pupil profiling in Northern Ireland; and

How many of the 24 validity and 20 reliability standards used by the American Psychological Association to measure educational testing instruments have been met by (a) the 11-plus transfer test, and (b) the proposed pupil profiling in Northern Ireland; and

Whether the proposed pupil profiling in Northern Ireland will be sufficient to guide parental decision-making on the choice of a post-primary school; and whether they will identify other tools to be used to provide assessment information; and

Whether the proposed pupil profiling in Northern Ireland will be sufficient to guide parental decision-making on the choice of a post-primary school; and whether they will identify other tools to be used to provide assessment information; and

Whether the proposed pupil profiling in Northern Ireland is intended to be a [odq]light touch[cdq] tool designed to inform teacher-parent dialogue; and when an announcement will be made about the ending of the current transfer tests; and

Whether the proposed pupil profiling in Northern Ireland is intended to be a [odq]light touch[cdq] tool designed to inform teacher-parent dialogue; and when an announcement will be made about the ending of the current transfer tests; and

Whether the pupil profiling proposed as an alternative to the 11-plus transfer test in Northern Ireland satisfies the minimum recognised standards of reliability and validity necessary to ensure that children will not be misclassified; and

Whether the pupil profiling proposed as an alternative to the 11-plus transfer test in Northern Ireland satisfies the minimum recognised standards of reliability and validity necessary to ensure that children will not be misclassified; and

What instruments with technical merits which meet international quality assurance standards have been employed on (a) the 11-plus transfer test, and (b) the proposed pupil profiling in Northern Ireland; what results have been obtained; how the results were published; and when they were published; and

What instruments with technical merits which meet international quality assurance standards have been employed on (a) the 11-plus transfer test, and (b) the proposed pupil profiling in Northern Ireland; what results have been obtained; how the results were published; and when they were published; and

What quantifiable validity or reliability indices have been used in Northern Ireland on (a) the 11-plus transfer test, and (b) the proposed pupil profiling; and

What quantifiable validity or reliability indices have been used in Northern Ireland on (a) the 11-plus transfer test, and (b) the proposed pupil profiling; and

What technical analysis has been carried out on (a) the 11-plus transfer test, and (b) the proposed pupil profiling in Northern Ireland; what results were obtained from such analysis; when the results were published; and how they were published; and

What technical analysis has been carried out on (a) the 11-plus transfer test, and (b) the proposed pupil profiling in Northern Ireland; what results were obtained from such analysis; when the results were published; and how they were published; and

To ask the Secretary of State for Northern Ireland, what has been the recognised Senior Command Course for RUC officers; what alternatives have been accepted; and what exceptions have been made among the officers who comprise the RUC Senior Command.

To ask the Secretary of State for Northern Ireland, what has been the recognised Senior Command Course for RUC officers; what alternatives have been accepted; and what exceptions have been made among the officers who comprise the RUC Senior Command.

To ask the Secretary of State for Northern Ireland, if alternatives to the recognised Senior Command Course are to be accepted for officers from other police forces who apply for Senior Command appointments with the RUC; and if he will make a statement.

To ask the Secretary of State for Northern Ireland, if alternatives to the recognised Senior Command Course are to be accepted for officers from other police forces who apply for Senior Command appointments with the RUC; and if he will make a statement.