The success and quality of educational provision for children with SEN and/or disabilities is a matter of considerable debate, with wide differences reported by parents. Extant evidence is limited by sampling bias and size, making the true extent of (dis)satisfaction difficult to gauge. This paper reports systematic, comparative evidence from a…

This article outlines how the past decade has witnessed a substantial increase of interest in the nature and extent of bullying in British schools. It presents case study methods as an alternative to the existing quantitative methods that have generally been employed to investigate bullying within schools. (Contains references.) (CR)

A Communication Opportunity Group Scheme, which develops formal language and thinking, has been successful in enhancing the performance of a wide range of pupils with and without disabilities. Evidence is presented to illustrate its successful use with 24 children with inappropriate behavior and limited social interaction. (Contains references.)…

This report focuses on teacher characteristics that enable teachers to work effectively with students with behavior disorders. A study was conducted that asked 60 British teachers, all of whom had some designated responsibilities for students with behavior problems, to identify a set of personal and professional characteristics which were most…

A study compared symptoms of 54 adolescents attending a school for children with emotional and behavior disorders (EBD) and 107 students with EBD attending mainstream schools. Results indicated students attending schools for pupils with EBD are more likely to experience concurrent psychiatric disorders than their peers in mainstream schools.…

Direct care staff (n=83) from five community services serving individuals with mental retardation completed a questionnaire on their emotional reactions to aggression, coping strategies, and burnout. Staff more frequently reported using adaptive strategies than maladaptive ones. Staff disengagement, adaptive coping strategies, and their emotional…

This article argues that addressing the full spectrum of special needs of British students with emotional and behavioral disabilities requires mainstream school policies, behavioral support teams, satellite units, special schools, and residential special schools. A successful student placement into a special school is recounted. (Author/CR)

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 article describes a holistically oriented therapeutic intervention (Quiet Place) developed to promote a sense of peace and relaxation for children with emotional and behavioral disorders. Evaluation of the first cohort of British children (n=22) to complete the program indicates the intervention had a positive effect overall on emotional…

This article discusses preliminary research results that indicate placement of children (n=216) with emotional/behavioral difficulties into a Nurture Group has a positive effect on a significant proportion of pupils. There is also evidence that the parents of children in Nurture Groups benefit from the positive progress made by their children.…

The behavior management recommendations outlined in England and Wales' Elton Report are applied to schools for children with emotional/behavioral difficulties, especially Inglesea School. Inglesea School uses the principles of assertive discipline, which communicates specific behavioral expectations to students and rewards children for choosing to…

Describes a survey of services provided by schools for pupils with learning difficulties and challenging behavior in Britain. Analysis of the responses of 80 teachers indicated a need for in-class staff support, curriculum access, and additional facilities and resources for such pupils. The value of teacher collaboration in solving problems is…

This article describes the evolution of the Nurture Group Reintegration Readiness Scale, a scale that helps identify needs of students with emotional and behavioral disorders. Two case studies are provided to illustrate the kinds of progress that can be made by students with emotional and behavioral disorders using nurturing approaches. (Contains…

A total involvement project in a mainstream upper school was initiated by a British local education authority as part of a restructuring of support for pupils with behavioral/emotional difficulties. Exclusion was reduced, the behavioral management structure was improved, and a higher quality of support was offered at earlier stages. (Contains 9…

Written by a British parent, this case study tells the story of an adopted child who experienced many difficulties adjusting to life at home and school. It describes attachment disorder, possible causes of attachment difficulties, the bonding cycle, therapeutic parenting, and how schools can support the re-nurturing process. (Contains references.)…