This article examines the role of the support and advisory teacher in serving handicapped students in the British educational system. Stressed is the process of developing a positive profile so that teachers perceive the support staff positively. A model of varieties of credibility is applied to the support teacher's role. (DB)

The paper looks at staffing issues in meeting special educational needs in high schools in Manchester, United Kingdom. The concerns of Heads of Departments (N=26) included improved training and inservice, their extended roles within their schools, the support role of special needs staff, and the need for more planning and evaluation. (Author/DB)

The article describes a program at Connahs Quay High School in Wales (United Kingdom) which integrates 18 moderately disabled students and about 100 mildly disabled students into the regular school program. The support system includes a special needs coordinator, liaison with primary schools, and an active role by the school psychologist. (DB)

The article attempts to provide a rationale for the use of computer assisted learning with handicapped and nonhandicapped students and suggests implications of computer assisted learning. Computer usage is differentiated from computer assisted learning; computer assisted learning is compared to other methods; and limitations of computer assisted…

The statement by the British organization, the National Association for Remedial Education, raises concerns about the proposed new National Curriculum including the lack of consultation with educators and the testing of children against established national standards. (DB)

The article analyzes existing practice in assessment and recording in the special needs field and makes such recommendations as assessment with a wider perspective more continuously to aid in making the curriculum responsive to individual needs. (DB)

The article stresses the value of recognizing that the most important educational resource is the human resource of teachers, parents, and children and of involving these people in all aspects of the special educational program. (DB)

New initiatives in British education including the Education Reform Act suggest that remedial teachers need to take a greater lead in educational innovation especially the acquisition and use of information technology in the schools. (DB)

The article evaluates a document put out by the British Department of Education and Science on inservice training in special educational needs. Questions are raised concerning assumptions made by the paper concerning the role of special education teachers and their training needs. (DB)