This paper reviews inclusive education research evidence and needs of British students with disabilities, considering the development of inclusive practices, special educational needs and disability models, and the values underlying inclusion. It urges rigorous research to inform policy and practice on the rights of children and the effectiveness…

This paper describes the use of drama with severely socially challenged children, especially children with autistic spectrum disorders. This approach stresses the importance of early make-believe and the use of drama to help children explore social narratives from the inside and thus improve social competence. (Contains references.) (DB)

This analysis of current trends in special educational needs in the United Kingdom, especially Scotland, examines five ways in which the notion of disability and responses to it are being unhelpfully removed from the educational arena. It suggests that no one's interests are served if, in fostering inclusion, the implications of students'…

A discussion of implementing the inclusion of students with disabilities in regular classes in Britain considers: teaching techniques, the appropriate use of learning support assistants with special needs students and a proposed framework for inclusive classroom practices. The framework emphasizes the integration of teaching techniques, various…

The speech by the Assistant Secretary of the Special Education Division of the Department of Education and Science explains the options for flexibility possible in meeting the needs of handicapped students under the new British National Curriculum. (DB)

Effects of educational policy reforms on provision of special educational services to students with disabilities in Scotland are examined. Topics discussed include the impact of British policy on Scottish practice; the culture of achievement; devolved school management; parents as consumers; consumerism, competition, and the Warnock legacy; the…