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Over a decade ago, evil terrorists struck the Twin towers (11 September 2001), murdering 3,000 people.This morally evil deed led many to question why a loving God would allow such evil acts."that every man is to be presumed to be sane, and...that to establish a defense on the ground of insanity, it must be clearly proved that, at the time of the committing of the act, the party accused was laboring under such a defect of reason, from disease of the mind, as not to know the nature and quality of the act he was doing; or if he did know it, that he did not know he was doing what was wrong." have been a standard test for criminal liability in relation to mentally disordered defendants in common law jurisdictions ever since, with some minor adjustments.

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It is a land much acclaimed for the contemporary nature of its cultural ethos, and much appreciated for the soothing, rejuvenating paradise that it is.

(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.

Chairman: Mrs HM Warnock Presented to Parliament by the Secretary of State for Education and Science, the Secretary of State for Scotland and the Secretary of State for Wales by Command of Her Majesty May 1978 LONDON HER MAJESTY'S STATIONERY OFFICE 5.65 net Mrs HM Warnock (Chairman) - Senior Research Fellow, St Hugh's College, Oxford Mr GV Cooke CBE (Vice-Chairman) - County Education Officer, Lincolnshire Mrs JD Bisby - Senior Careers Officer, Sheffield Sir Edward Britton CBE - Senior Research Fellow in Education, University of Sheffield.

There are many possible outcomes following examination of the patient.

This includes the release of the individual to the community (or other community placement), a petition for involuntary inpatient placement (what some call civil commitment), involuntary outpatient placement (what some call outpatient commitment or assisted treatment orders), or voluntary treatment (if the person is competent to consent to voluntary treatment and consents to voluntary treatment).

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