This research investigates multidisciplinary teamwork in an English special school located in the West Midlands region of the UK. The research was carried out by Paola Molteni, a PhD student at Università Cattolica del Sacro Cuore, Milan, Karen Guldberg of the Autism Centre for Education and Research Director at the University of Birmingham School…

In this article, written by Phil Reed and Lisa Osborne, both from Swansea University, the impact of severity of autism, and the time-input of the treatment programme, on the outcome effectiveness for four early interventions for individuals on the autism spectrum was explored. The four interventions studied were applied behaviour analysis (ABA),…

This article views differentiation as the process of identifying, with each learner, the most effective strategies for achieving agreed targets. It presents 10 elements of differentiation in special education, such as differentiation is multidimensional; differentiation is diagnostic; differentiation challenges classroom relationships; and…

Flexible learning is an approach which can benefit students with learning difficulties, by meeting learning needs through the flexible management and use of a range of learning activities, environments, and resources, and by giving students increasing responsibility for their own learning and development. The approach involves reflection, review,…

This article addresses the controversy concerning multisensory environments for children and adults with profound and multiple learning difficulties, from a British perspective. The need for critical evaluation of such multisensory interventions as the "snoezelen" approach and the paucity of relevant, rigorous research on educational…

A placement at the National Institute of Conductive Education (NICE) in Birmingham for children with motor disorders is strongly preferred over mainstream or special schools by some parents, but it has been noted that this is usually refused following the current statementing process. Although funding constraints have been articulated, Angela…

This case study describes the mainstreamed and accelerated educational program being provided to a 15-year-old boy in England who is highly gifted and has Asperger's Syndrome, a condition with many autistic-like characteristics. The boy's special education program to develop his social, communication, and independence skills is highlighted. (DB)

This observational study of inclusive education at a London (England) primary school examined relevant aspects of school culture, school policy, and school practice. Findings support development of a "connective pedagogy" philosophy and methodology. Effective inclusive schools are seen to have a shared vision, enthusiastic leadership,…

This article looks at curriculum for students with learning difficulties from a British perspective and urges the replacement of behavioral approaches to the curriculum by a process model which emphasizes personal and social development rather than the National Curriculum. (Author/DB)

Considers the potential of social-constructivist ideas of teaching and learning for pupils with learning difficulties from a British perspective. Reports on a study with a class of eight students with moderate learning disabilities studying the local community. Benefits to individual students in the development of conceptual understanding and…

Examines the potential usefulness of intensive interaction as an educational methodology with pupils whose learning difficulties are compounded by autism. Review of empirical case-study evidence together with questionnaire and interview data from teachers suggests that this intensive approach to developing fundamental social and communication…