This study examined the types of provisions for special needs students, measurement of needs, levels of funding, and funding formulae used by 65 British local education authorities under the Local Management of Schools approach. The study found much diversity among local education authorities in the measurement of needs and in funding levels. (JDD)

This survey of 53 students (ages 13-15) at a Leeds (England) secondary school found confusion between mental and physical handicap, confusion between mental handicap and mental illness, and confusion about causes of mental retardation. Most students felt that persons with mental handicap belonged in the community. (JDD)

Fifty British children with learning difficulties were studied from the age of 7 to the age of 12 to 24 to examine the success of their secondary schooling. The study focused on support in mainstream schools, the pupils' perceptions of "ordinary" schooling, parents' opinions, teachers' opinions, and academic achievements. (JDD)

This paper points out contradictions in a British government report titled "Discipline in Schools" (the Elton Report), and highlights undesirable consequences of recent legal and administrative changes in education. The paper argues that the needs of pupils with emotional and behavioral difficulties would be better met using school-based…

This paper discusses Great Britain's Children Act 1989, specifically as it relates to special needs children. It compares assessment under the 1989 Children's Act and the 1981 Education Act, outlines provisions for children in independent residential schools, examines procedures for child protection, and notes the child's right to withhold consent…

This article identifies the value of studying history for pupils with severe learning difficulties, and links the study of history with stages of Great Britain's National Curriculum. The article then examines the use of video material of the pupil at school over a number of years as a means of introducing personal historical activity. (JDD)

Results of the first year of a 3-year study involving development and testing of hypermedia computer-assisted instruction (CAI) with 8 K-3 classes are reported. The hypermedia reading lessons offered additional information about words and concepts in the basal reading textbook. The generally promising preliminary results were inconclusive…

This study on the effects of computer-assisted instruction (CAI) on word recognition with 45 mildly mentally handicapped and 48 nonhandicapped elementary students found that paper-and-pencil practice resulted in greater accuracy, whereas computer-assisted instruction resulted in faster response times. (DB)

Comparison of special education teacher (n=18) and computer-scored curriculum-based measurements (CBM) of spelling found that computer scoring accuracy was significantly higher and more stable. Additionally, high correlations were found between the CBM spelling scores and a standardized test of spelling achievement. (DB)

Forty-six mildly handicapped junior high school students were paired and assigned to cooperative, competitive, individualistic, and no goal control conditions in a computer-assisted computational setting. Findings indicated students improved rates of correct responding regardless of goal condition. (Author/DB)

This study evaluated effects of computer-assisted biofeedback on the electromyographic activity of three students (grades four and six) with attention deficit hyperactivity disorder. Results indicated increased relaxation abilities and, in the case of the one student also observed in the classroom, increased on-task behavior after the biofeedback…

A project is described that applied electronic media to inservice training, support, and consultation of preschool special education personnel in geographically distant locations. The system permitted two-way, full-motion video as well as interactive audio communication and was extended into teachers' own classrooms for observation and training.…

A total of 155 educators in rural Kentucky participated in 4 inservice education sessions on learning disabilities and adaptive teaching, delivered via an interactive telecommunications network. Participants' reactions indicated that interactive television was an acceptable format for delivery of inservice education. (Author/JDD)

Thirteen learning-handicapped junior high students and 15 nonhandicapped peers conducted fact retrieval tasks. Highest retrieval success was attained with a menu-driven electronic encyclopedia, followed by print encyclopedia and command-driven electronic encyclopedia. Higher success levels were found when tasks were assigned rather than…

The development of interactive television instruction for distant learners involves nine sequential steps such as gaining attention, eliciting performance, and enhancing retention and transfer. Visual materials should be used to maintain interest and illustrate key concepts and relationships, and appropriate interactive techniques should be used…