Discussion of the effect of minimum competency tests for graduation notes both positive (such as greater access to the general curriculum) and negative (such as increased referrals to special education) to improve a school's overall scores. Continually changing special education procedures are seen, however, to have led to a decline in teachers…

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'…

This article addresses issues raised by the British Audit Commission's report on statutory assessment and Statements of Special Educational Needs (SEN). Questions are raised concerning ideas of "special educational needs,""areas of need," and "categories of handicap"; fair distribution of SEN funding; relationships between assessments and SEN…

This article describes the implementation of the ENABLE-Plus program, a small group literacy intervention, at two primary schools in England. It covers the program's rationale, core strategies, content (group and individual teaching), tutor training, and reading materials. Evaluation found that 29 of 43 students made accelerated progress in…

Investigation of the use of music in the education of students at British schools for students with severe/profound or multiple difficulties found music was a significant component of students' lives and education. The article urges research on this population's musical behavior and needs and development of musical education guidelines and…

This article describes a "Quiet Room" project for students with social, emotional, and behavioral problems at a British primary school. The Quiet Room was designed to provide a nurturing environment away from the classroom in which a child's emotional needs can be explored on a one-to-one basis. Benefits for children, parents, and teachers are…

This article describes an Australian project that brought together educators, parents, and students to identify skills that young people with severe/profound or multiple learning difficulties need to gain before leaving schools. Results were fed back to schools to support the process of curricular review. The four-stage process of achieving…

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,"…

Highlights of an ongoing forum of educators serving students with special educational needs (SEN) in Great Britain focus on concerns about writing Individualized Education Programs (IEPs) in light of the revised "SEN Code of Practice." These concerns address time constraints, the importance of students' individual needs, ways of delivering…

This brief article reviews legislative developments concerning students with special educational needs (SEN) in Northern Island, Scotland, and Wales. It notes plans to end the age 11+ academic selection process (Northern Island), establish a Special Educational Needs Forum (Scotland) and implement a Welsh SEN Code of Practice (Wales). (DB)

This article argues that across the three main British service systems of education, health, and social services, professionals need a shared perception of what it means to have an intellectual disability; shared means of addressing the challenges it raises; and a shared agenda of research and personnel training. (Contains references.) (CR)

This article explores the notion of "non-finite loss," defined as the ongoing sense of grief experienced by parents caring for children with severe disabilities. Issues that professionals need to consider when working with parents are discussed, and a set of recommendations for promoting more effective partnerships is provided. (Contains…

The use of works by T. S. Eliot, James Joyce, and Shakespeare in interactive and experiential sessions with pupils with severe disabilities are described. A case study in assessment is provided by evaluating responses of one adolescent and showing how a Shakespeare workshop enabled her to become an active learner. (Contains references.) (Author/CR)

This article describes the development of an outcomes-based curriculum for students (ages 2-16) with a range of learning disabilities in a British special school created recently after the amalgamation of three smaller schools. The new curriculum has resulted in positive feedback from teachers, parents, and students. (Contains 5 references.) (CR)

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…