Discusses the Tomlinson Report, a national review of further education (FE) for students with learning difficulties and/or disabilities in the United Kingdom, which advocated an inclusive approach. Considers the rationale for a philosophy of inclusive learning, improving access to FE, and quality of FE. Principles and recommendations of the…

Describes the implementation in one British school district of a model auditing system that takes curriculum as its starting point. Although the model drives the local educational authority funding formula, its educational importance is at the school level. Its implementation in a special secondary school for students with severe, profound, and…

Discussion of the British Code of Practice for the Identification and Assessment of Special Educational Needs focuses on the need to implement the Code in the context of the National Curriculum, modified as necessary, and individualized in the student's Individualized Education Plan. (DB)

This study evaluated the use of information technology (IT) communication tools with five British students (ages 3.5 to 17) having severe physical and learning disabilities. Four of the five students made progress in IT and social interaction skills. Discussion raises issues of strategies for effective use of IT by this population, teacher…

Describes ways in which the Internet, especially the World Wide Web, has been used by students at a residential British school for students with cerebral palsy and severe, or profound and multiple, learning difficulties. The effort's rationale, teaching techniques, and evaluation methods are discussed. A glossary of Internet terms is attached. (DB)

Nineteen adolescents (ages 13 to 17) attending a British special school for children with special educational needs and emotional/behavioral difficulties attended a four-day outdoor development program. Qualitative and quantitative methods were used to evaluate outcomes in the three areas of group cohesion, tension/anxiety levels, and physical…

An attitude questionnaire completed by 102 British secondary teachers of English and mathematics concerning the integration of students with special education needs in regular classrooms found no significant differences between the two groups. Teachers with less experience (thus trained more recently) were more likely, however, to support…

Examination of current trends in the education of children with special educational needs (SEN) in the United Kingdom addresses standards; increased participation of people with disabilities in the debate about society's provision for their needs; values such as choice, diversity, and freedom; inclusive education; and the need for a quality…

A recent report of the British Mental Health Foundation identified key issues in service provision for children with learning disabilities and severe challenging behavior. Recommendations addressed issues such as definitions of challenging behavior, early intervention, implications for educational services, residential education, and…

This paper describes French language instruction to students with moderate learning difficulties as part of the British National Curriculum. It covers instructional units, introduction of a modern foreign language, simple reading and writing exercises, practical communication, learning a foreign culture, games, and trips to France. (DB)

Proposes that the repetitive and stereotyped behavior displayed by many children with severe disabilities may be used as part of the child's educational program. Discussion is on recent research into stereotyped behavior, functionally equivalent behaviors, the relevance of early normal development, the social context of learning, and ways to use…

Examines issues in trends toward more inclusive education for children with disabilities in the United Kingdom. Examples from Denmark and a Danish assistance project in Mongolia are used to identify successful strategies for change which rely on professional and economic support (from both central and local governments) and the backing of parents…

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…

This editorial examines the passage of the 1996 welfare reform bill and relates it to a possible backlash against children with disabilities. The full inclusion movement is seen as potentially leading to the elimination of special education services. Members of the disability community are urged to consider how to strengthen the effectiveness of a…

Social development of students with disabilities is examined from a developmental synthesis perspective. Issues in the social skills deficit framework are also discussed, along with formation of classroom social networks and their role in behavior development. Social interventions should focus on both the classroom social network and the…