This article provides information on special education topics on the international front. Topics range from a BrailleNote project in British Columbia, a Swedish program to help Romanian children with special needs, a visual resource room to help New Zealand students with visual impairments, and technology programs in European countries. (CR)

This article describes 13 Internet sites of interest relating to the field of special education with a global perspective. These Web sites address language translation, special needs resources, special education resources in Spanish, Canadian special education resources, inclusive education in Europe, accessibility, and general education…

The field of special education is discussed in terms of "connective specialization," the contrary tendencies in the distinctiveness and yet inherent connectedness of special education with other areas of education. Its implications for inclusion are reviewed. The article emphasizes the need to view children as having individual needs, needs…

This article analyzes implementation of the "Code of Practice on the Identification and Assessment of Special Educational Needs" by special schools in England and Wales. A survey of schools, including 73 special schools, concluded that the Code's potential universality is being lost through an overemphasis on implementation of procedural aspects…

This article discusses the development and implementation of procedures to comply with the Code of Practice on the Identification and Assessment of Special Educational Needs in a special British school for children with disabilities. The procedures involve observing the student, conducting diagnostic assessments, determining areas and levels of…

This article reviews use of individual education plans (IEPs) for children with disabilities and giftedness in Great Britain. The review emphasizes that IEP effectiveness depends on the contexts in which they are generated and the range and quality of the data on which they are based. The need for an effective, comprehensive review and evaluation…

This article reviews transition planning requirements specified in the Code of Practice on the Identification and Assessment of Special Educational Needs in Great Britain and the effectiveness of the requirements. The Code's emphasis on social and independent living skills is discussed, as is the need for schools to balance process and procedure.…

This article discusses the differences in providing special education services to adults and children with disabilities in Great Britain, including differences in terminology, identification and assessment, incidence, educational settings, and teachers. (CR)

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…

A Netherlands survey of 216 parents and 135 head teachers of children (ages 4-13) with Down's Syndrome, attending regular schools, examined how parents apply for regular education placement, characteristics of these parents, decision-making procedures used for student placement, and differences between schools that offer placements for children…

A survey of 100 student teachers in Great Britain investigated attitudes toward children with severe learning disabilities. Results found that the attitudes of the student teachers were not affected by completion of a special education course; however, previous experience with such children did have a positive effect on attitudes. (CR)

Basic values and beliefs of British education for students with special needs are addressed in terms of "3 R's", i.e., Rights for learners, Responsive pedagogy, and Research for special needs education. Models for addressing these three aspects of special education are offered. (DB)

This article addresses the ethical issues concerned with providing special support services for college students with disabilities, based on experiences in establishing a support program at Anglia Polytechnic University in England. Issues include funding support, the assistant's role in providing tutorial services, possibly unfair advantages…

A British project examined the involvement of pupils with special educational needs in assessing and managing their own learning processes as the 1994 Code of Practice legally requires. Teachers surveyed at 41 schools (mainstream or specialized for students with emotional/behavioral difficulties, and moderate or severe learning difficulties) found…

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…