This article suggests that the receptive language abilities of children with AIDS and HIV infection might be less affected than their expressive and non-verbal skills. It proposes an instructional delivery framework for children with HIV/AIDS that focuses on reading, arithmetic/mathematics, handwriting instruction, and the use of computers.…

Written by a British parent, this case study tells the story of an adopted child who experienced many difficulties adjusting to life at home and school. It describes attachment disorder, possible causes of attachment difficulties, the bonding cycle, therapeutic parenting, and how schools can support the re-nurturing process. (Contains references.)…

This article discusses integrating communication skills and the use of real object "props" with the teaching of literature to students with severe and profound and multiple learning difficulties. The novel "Oliver Twist" is used to illustrate how objects of reference can be used to teach literature and promote communication skills. (Contains…

This article considers the needs of families of children with disabilities, the implications for interdisciplinary practice, and the changing pattern of early childhood disability. Family contributions to individuals with disabilities, the importance of early intervention, and the need for professionals to enable and empower families is…

Examines issues in the assessment of the special educational needs of children for whom English is a second language, and identifies notions that actually prevent good practices. Urges more attainable practices that focus assessment on the learning environment, including the "where,""with whom,""from whom,""when,""what," and "how" of the child's…

Describes the use of imaginative reconstruction and empathy to teach historical perspective to British students (ages 13 and 14) with severe learning difficulties. Lessons focused on writing (or dictating) a story describing the feelings of a sailor about to be involved in the battle with the Spanish Armada. Examples are provided. (DB)

Considers the implications of Section 550A of the 1996 Education Act in the United Kingdom concerning the use of physical restraint and reasonable force in schools. Addresses confusion over permissible forms of control and the need for staff training for effective implementation. (DB)

Discusses effects of feedback to pupils with behavior problems and reviews the literature on effective intervention strategies such as ignoring petty annoyances, clearly defining classroom rules established with pupil input, and providing feedback and praise to change behaviors and develop self-esteem. (DB)

This article presents guidelines for compliance with legal requirements in Great Britain on the use of physical force by staff in schools for students with special educational needs. Steps that schools should take to implement acceptable practices are noted, such as training staff in restraint techniques and effective behavior management…

Using a personalized word association method, six children with persistent reading difficulties in two British elementary schools were instructed in recognizing 100 common words. All children made significant progress, with the most progress made by those who originally had the smallest sight vocabularies. Students who devised their own sentences…

Teaching methods to develop the handwriting skills of children who have low vision are discussed. Difficulties are seen to result from problems with motor skills, visual factors, and mechanical difficulties. Stressed throughout is adaptation of the handwriting program to the particular needs of the individual child. (DB)

The curriculum area, Craft, Design, and Technology, when carefully designed, can give all pupils (including special education pupils) a chance to develop problem-solving skills and confidence while doing interesting and demanding work. (CL)

The article reviews the theories of R. Feuerstein and his instrumental enrichment curriculum designed to furnish tools for thinking and considers implications for students with learning difficulties. (CL)

The types of planning and school and classroom organization necessary to mainstream visually impaired students are examined, general teaching suggestions are offered, and modifications to the traditional classroom are suggested. (CL)

ARROW (Aural-Read-Respond-Oral-Written) is a multisensory teaching approach where children listen to their own voices on tape recorders. Advantages of the ARROW program as demonstrated at four sites in Blackford, Somerset (England), with elementary/secondary students presenting moderate to severe learning difficulties, reading/spelling/vocabulary…