This article, by Jean Ware of Bangor University School of Education, examines policy developments in education in Wales since devolution, and their implications for inclusive and special education. This is set in the context of the demographics of Wales, which, it is argued, have a significant influence on policy and on the nature of educational…

A survey of 114 British headteachers investigated relevant qualifications of teachers and intending teachers, in schools and units for pupils with moderate-to-profound learning difficulties. Results found a discrepancy between the relatively high percentage of teachers with specialist qualifications and headteachers' apparently pessimistic view…

Room management is described as a behavioral strategy developed in Great Britain and designed to increase the percentage of time that handicapped children are engaged in independent, constructive activity. Used with severely multiply handicapped children, least responsive children were unlikely to be engaged unless receiving individual attention.…

This article describes 4 studies on the interaction between 22 pupils with severe learning difficulties (SLD) and their mainstream peers. The studies do not substantiate the view that children with SLD experience more interaction during brief regular periods of integration than they experience in the special school environment. (JDD)

This article explores how England's National Curriculum history might be taught to pupils with severe learning difficulties (SLD). The article suggests one possible conceptual framework for the teaching of history, examines some tensions inherent in attempting to teach history to SLD pupils, and describes two examples of good practice in this…