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Direct linkJones, Emma-Louise; Harding, Emma – British Journal of Special Education, 2023
A recent focus on attachment and trauma awareness (ATA) in schools has led to whole-school training programmes and evaluations. The outcomes have been positive; however, the dominant focus of research is on the implementation of whole-school ATA in mainstream settings. This project adopted a case study to explore how the training and approaches…
Descriptors: School Personnel, Attitudes, Students, Attachment Behavior
Alborno, Nadera Emran; Gaad, Eman – British Journal of Special Education, 2014
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…
Descriptors: Foreign Countries, Inclusion, Disabilities, Mainstreaming
Poon-McBrayer, Kim Fong – British Journal of Special Education, 2012
Monitoring mechanisms of support services for students with special needs can be broadly classified as external and internal. Resembling the UK model, Hong Kong has adopted an internal mechanism through the establishment of the SENCo post. This investigation, written by Dr Kim Fong Poon-McBrayer, of the Hong Kong Institute of Education, explores…
Descriptors: Educational Needs, Leadership Styles, Interviews, Foreign Countries
Peer reviewedHornby, Garry – British Journal of Special Education, 1995
The "Code of Practice," developed in the United Kingdom in consultation with key organizations concerned with students having special educational needs, is discussed in terms of effects of implementation efforts. Positive aspects such as its emphasis on individual programs are identified along with challenges, including lack of resources…
Descriptors: Disabilities, Educational Practices, Educational Principles, Elementary Secondary Education
Peer reviewedLewis, Ann; And Others – British Journal of Special Education, 1996
This article analyzes implementation of the "Code of Practice on the Identification and Assessment of Special Educational Needs" by special schools in England and Wales. A survey of schools, including 73 special schools, concluded that the Code's potential universality is being lost through an overemphasis on implementation of procedural…
Descriptors: Disabilities, Disability Identification, Educational Diagnosis, Educational Practices
Peer reviewedRankin, Philip; Rees-Davies, Neil – British Journal of Special Education, 1996
This article discusses the development and implementation of procedures to comply with the Code of Practice on the Identification and Assessment of Special Educational Needs in a special British school for children with disabilities. The procedures involve observing the student, conducting diagnostic assessments, determining areas and levels of…
Descriptors: Curriculum Development, Disabilities, Disability Identification, Educational Diagnosis
