Considers the potential of social-constructivist ideas of teaching and learning for pupils with learning difficulties from a British perspective. Reports on a study with a class of eight students with moderate learning disabilities studying the local community. Benefits to individual students in the development of conceptual understanding and…

Describes two studies in the United Kingdom that evaluated the effectiveness of intensive interactive teaching with pupils having profound and complex learning difficulties. The Intensive Interaction model stresses individualized staff response to a student's focus of attention. The two studies found the Intensive Interaction model facilitated…

Interviews were conducted with 20 Scottish special education teachers who undertook a one-year, full-time inservice course. Teachers cited increased confidence, personal and professional development, deeper thinking, and increased flexibility and awareness as gains from the course; specific skills, which are emphasized in short inservice courses,…

The article describes a series of 10 games designed to improve the communication skills of pupils with severe learning difficulties. The games encourage attention development, initiating comments, and giving and receiving instructions. (DB)

A survey of 46 Scottish educators investigated their beliefs about effective practices with students with specific language difficulties. Responses are analyzed in the areas of meaningful social communication, play, drama and event knowledge, surprise and humor, metacognition, and books and storytelling. (JDD)