This study uses the "Index for Inclusion", developed by Booth and Ainscow, as a framework for investigating inclusive provision in the United Arab Emirates (UAE), introduced through the "School for All" initiative. The study, by Nadera Emran Alborno of the American University in Dubai and Eman Gaad of the British University in…

A study involving 35 British families explored the experience of students affected by fecal incontinence resulting from a congenital physical impairment. Results found attendance at mainstream school was very highly valued, support to pupils was complex and patchy, and students wanted to avoid their condition being noted at school. (Contains 15…

This article examines a recent British government report on the role of educational psychology services in better promoting the development and learning of all students. It notes positive aspects of the report, especially its description of what educational psychologists can do to make a difference, but also describes problems of impact and…

This article examines the implications of the British Code of Practice (which provides guidelines for the identification, assessment, and service provision of children with special educational needs) for children with speech and language difficulties. The confusion engendered by the code's guidance regarding provision of speech therapy as either…

A study evaluated the effectiveness of in-school support systems, Pupil Support Bases, for 45 adolescents with social, emotional, and behavioral difficulties at 11 comprehensive schools in Scotland. Students in focus groups agreed unanimously that the Pupil Support Bases were helpful and sometimes prevented them from being excluded. (Contains…

Reports on a study in four Scottish schools (with differing socio-economic and school-effectiveness ratings) of how lower achieving students experience schooling. Emphasis is on the available pupil-support systems: learning support, behavioral support, and guidance services. (DB)

A discussion of implementing the inclusion of students with disabilities in regular classes in Britain considers: teaching techniques, the appropriate use of learning support assistants with special needs students and a proposed framework for inclusive classroom practices. The framework emphasizes the integration of teaching techniques, various…

A survey of 40 local education authorities (LEAs) in England found that the number of LEAs cutting special education support services provision has increased, funding for low incidence support services is being delegated despite policy recommendations that they be held centrally, and increasing numbers of LEAs are reducing provision in services…

The British Undersecretary of State for Education and Science and the parent of a school-age son with cerebral palsy looks at implications of the new National Curriculum for children with special needs including individual statements declaring individualized applications, the foreign language requirement, flexibility for pupils with dyslexia,…

This report describes the process of changing one British special school for children with physical disabilities to an inclusion service providing support services to children attending local mainstream schools. The process involved such steps as developing a mission statement, major changes in the personnel structure, involvement of parents, and…