A study investigated the perceived professional development needs of 117 British head teachers, 25 deputy head teachers, and 49 senior teachers working in specialist contexts. Results indicate a significant concern with organizationally focused issues; support of school- and LEA-based courses; and a lack of government funded training that…

This article explores the implications of recent British government initiatives for pupils who experience difficulties in literacy development. It focuses on the contradictions between the inclusive requirements of the National Curriculum and the prescriptive pedagogy of the National Literacy Strategy. The effect of these contrasting policies and…

This commentary discusses publication of QCA guidelines on developing the curriculum for pupils with learning difficulties. It links the guidelines to the recent review of the National Curriculum and identifies some of the contributions these guidelines can make to planning, teaching, and assessment. Challenges for practice and research are…

This article responds to a commentary (Colwill, Peacey) that discusses publication of QCA guidelines on developing the curriculum for pupils with learning difficulties. While acknowledging that the guidelines will lead to an evolution of good practice, it urges staff to continue to appreciate and value their own development work. (Contains six…

This article describes the evolution of the Nurture Group Reintegration Readiness Scale, a scale that helps identify needs of students with emotional and behavioral disorders. Two case studies are provided to illustrate the kinds of progress that can be made by students with emotional and behavioral disorders using nurturing approaches. (Contains…

This article reports the outcomes of British government-funded research into the provision of speech and language therapy services and identifies 13 key themes that emerge from a review of these findings. Recommendations are made, many of which focus on the need for enhanced collaboration at a range of levels. (Contains references.) (Author/CR)

This article explores the use of sensory training with students with language impairments. It discusses the theoretical background of the training, methods used, and results. Controversial aspects of sensory training are discussed, along with ways in which the principles of training might be integrated into regular and special education. (Contains…

A study investigated the attitudes of 400 primary school teachers in Zimbabwe toward the inclusion of children who are blind in regular classes. The majority had a negative attitude toward the inclusion of children who are blind and male and female teachers were equally rejecting of the idea. (Contains references.) (Author/CR)

This observational study of inclusive education at a London (England) primary school examined relevant aspects of school culture, school policy, and school practice. Findings support development of a "connective pedagogy" philosophy and methodology. Effective inclusive schools are seen to have a shared vision, enthusiastic leadership, appropriate…

A study examined the perceptions of 12 British parents of children with special needs concerning their involvement in the required annual review process. Analysis of questionnaire and recorded discussions suggested that parents' views might be valued in principle but devalued in practice. Recommendations focus on preparatory meetings for parents…

This article describes an application of computer technology to teach personal safety to children with severe learning difficulties. The multimedia program is intended to compensate for the children's inability to understand the appropriate language for sexual issues or to act out a situation through role play. Hypothetical situations are pictured…

This article describes a cross-age peer tutoring program in reading developed and implemented at a special school for students (ages 8-18) with moderate learning difficulties in Ireland. Evaluation studies indicate multiple benefits accruing to both the learners and the helpers including progress in reading, enhanced feelings of self-worth, and…

This study compared the cognitive styles used by 66 pupils (ages 9- 13) with dyslexia in special schools and 66 students in mainstream schools in three countries, the Netherlands, Ireland, and England. Significant differences were found between students with and without dyslexia and between students in different countries. Further differences were…

This article examines a recent British government report on the role of educational psychology services in better promoting the development and learning of all students. It notes positive aspects of the report, especially its description of what educational psychologists can do to make a difference, but also describes problems of impact and…

This study compared the working memory abilities of children identified as having special educational needs with those making normal academic progress at ages 7 and 8. Special needs children showed marked working memory impairments, especially on tasks tapping central executive functions. Results have implications for identifying children at risk…