Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers.…

Research into the psychological consequences of receiving a diagnosis of dyslexia during adolescence is a newly emerging field. In this article, David Armstrong, senior lecturer in education at Edge Hill University, and Neil Humphrey, senior lecturer in the psychology of Education at the University of Manchester, report on a qualitative study…

Around 80% of pupils with attention deficit disorders are educated in mainstream schools. The difficulties relating to inattention, impulsivity and hyperactivity experienced by such pupils present mainstream educators with a unique set of challenges and opportunities. In this article, Neil Humphrey, Senior Lecturer in the Psychology of Education…

A British study examined relationships between dyslexia and the ways in which students perceive themselves as learners, specifically their personal constructs and attributional styles. Results indicated that dyslexia has negative consequences for students' individual development. Suggestions are offered for making schools more "dyslexia friendly,"…

British teacher ratings of self-esteem were measured for three groups of children: 23 children with dyslexia attending mainstream schools, 34 children with dyslexia attending units for pupils with specific learning difficulties (SpLd), and 26 typical children. Findings indicate the children attending the SpLd units generally had the lowest…