Purpose: This paper considers an undergraduate student's coming to, and use of, an ethnographic approach as a particularly appropriate way in which to investigate aspects of life in a British hospital school. Such schools occupy a liminal position with regard to education policy and provision. There is a paucity of research on hospital schools and…

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16-25 years. Using an online survey and/or interviews, we examined young people's views on three key principles of the SEND reforms: the help…

For children with special educational needs, seeds were sown for the move away from segregated settings to inclusion in mainstream settings following the 1978 Warnock Report. However, the "special versus mainstream school" debate was re-ignited in 2005 when Warnock recommended a more significant role for special schools than previously…

Britain's Yehudi Menuhin School is a residential program in which 47 highly committed and talented young string players and pianists (8-18 years old) are exposed to a belief in the importance of the all-around educated artist rather than the narrow technician. (CO)

The article describes a program in which disabled students from a special school (Tulse Hill) take general science classes at a nearby London comprehensive school. (SW)

Investigation of the use of music in the education of students at British schools for students with severe/profound or multiple difficulties found music was a significant component of students' lives and education. The article urges research on this population's musical behavior and needs and development of musical education guidelines and…

Discussion of the teaching of history within British National Curriculum standards focuses on government reports of practice in 100 special schools for pupils with severe and profound learning disabilities. It finds that the way inspectors are interpreting "history" includes redefinition of traditional special school practice and an…

Reported are preliminary results of a 3-year project to survey special and regular schools in England and Wales regarding educational practices with emotionally distrubed children. (DB)

Reviewed is the 21-year history of the Spastics Society in Great Britain which provides education and care for severely handicapped cerebral palsied children through 60 of 140 local units. (DB)

Argues that the disabled are kept out of the mainstream of education by the lack of representation on decision-making bodies. Describes an exemplary mainstreaming project at a school in Guildford, Surrey. (DM)

Twelve papers focus on post-school provision for mentally handicapped young people and adults in Great Britain. The following papers are presented: "Educational Opportunities for People with Severe Learning Difficulties" (S. Hegarty); "Further Education Provision for Students with Severe Learning Difficulties--Analysis of Survey…

The article describes the design of appropriate environments for movement education of severely disabled children (ages 2-19) at a special school in Great Britain. Longitudinal data over a 6-year period give evidence of the program's effectiveness. (DB)

This study of multi-professional collaboration in special schools in Britain included the development of a collaboration scale based on professional descriptions of collaborative activities which fell into three broad categories: planning activities, sharing activities, and goal-achieving activities. Respondents generally reported a fairly high…

British teacher ratings of self-esteem were measured for three groups of children: 23 children with dyslexia attending mainstream schools, 34 children with dyslexia attending units for pupils with specific learning difficulties (SpLd), and 26 typical children. Findings indicate the children attending the SpLd units generally had the lowest…

Surveyed were 807 parents, 915 teachers, 29 headmasters, and 805 educationally subnormal (mentally retarded) children (8 years or older) in special classes or schools in Chesire (England) to provide both objective and subjective evaluation data. (DB)