The article reviews recommendations of a British government report on educational opportunities concerning the role of of support teachers working with special education students. (CL)

Table games with special dice can help children with severe learning difficulties to improve their basic number skills (rote counting, numeral recognition, and counting out a quantity of objects from 1-200. Field testing supported the value of such games with 9- to 18-year-olds with moderate mental handicaps. (CL)

The article describes three preschool units for children with special educational needs and considers the problems in integrating them into the mainstream. They note that true integration must include involvement of parents and collaboration with teachers. (CL)

No significant differences were found between average reading ages of 14 hearing impaired students learning via the oral method (group 1) and 20 hearing impaired students learning via a sign system (group 2). Group 2 Ss wrote fewer words and shorter sentences but their sentences were more grammatically mature and more often correct. (CL)

The report provides preliminary findings of a study on the speed of processing visual information by partially sighted children. Findings revealed considerable variation in performance and suggested that some partially AL sighted children may not be able to cope with the test's time demands. (CL)

Language Through Reading Materials, developed for children with severe specific language disorders, are described in terms of three levels and possible applications with students who have speech and language disorders, hearing impairments, and moderate learning difficulties. (CL)

Suggestions are offered to teachers with deaf-blind children in their classrooms. Guidelines touch upon general curriculum development principles and approaches for improving communication skills, cognitive development, social and emotional development, motor and self care skills, and sensory development. (CL)

A case in which professionals underestimated the ability of a Down's Syndrome child to function with his peers in a mainstreamed setting suggests that educators should be willing to listen to parents and others with differing opinions. (CL)

A behavior management support group involving a psychologist and other school staff uses video recordings of students to help deal with the behavior problems of pupils with severe learning disabilities. (CL)

A canal barge trip involving a group of 11- to 14-year-olds with moderate learning difficulties provided opportunities for leisure education, social skill learning, and information gathering and recording tasks. (CL)

A class of 20 children eight to nine years old with low mathematic attainments assumed responsibility for planning the school's Easter Parade. Real life problems of purchasing prizes, timing the parade, and taking photographs provided opportunities for mathematics learning. (CL)

A survey of parents of children with severe disabilities examined parental perceptions of professionals, expectations of the curriculum, parental views of integration, and knowledge of the 1981 Special Education Act. (CL)

A longitudinal study of 52 adolescents with spina bifida reveals information about their intelligence and attainments at age 16, achievement examinations, the relationship between IQ and academic achievement, and employment at 18 years. Among findings are significantly lower performance among Ss with shunts and intracranial complications. (CL)

Problems in implementation and practice of a whole-school approach to integration which features transposing regular and special educators are cited, and seven phases for carrying out such a scheme are described. (CL)

A study involving interviews on mainstreaming with 50 hearing impaired, and 40 non impaired students as well as 45 teachers revealed problems for ordinary pupils (including disruption in their own education), for handicapped students (including excessive noise levels), and teachers (including requirements of extra time). (CL)