As of 2025, over 1.7 million pupils in England are identified as having special educational needs (SEN), continuing a steady rise since 2016. These pupils face a broad range of challenges (e.g., academic, emotional, social, and physical) that affect their learning and participation. The most common type of need among pupils with an Education,…

In the SEND Code of Practice (DfE, 2015), autism falls under the broad category of Communication and Interaction needs. However, the code also states that autistic children and young people "may have needs that cut across all areas" of SEND (DfE, 2025, p.85). Autistic children may experience sensory processing differences (i.e.…

The high prevalence of Autism Spectrum Disorder (ASD) necessitates acquiring early detection tools that can lead to appropriate interventions for children and assist children in performing as many life functions as possible. In addition, early detection tools for ASD can realize quality early childhood development. This study aims to review…

This paper addresses the prevalence and identification of social skills deficits in students with learning disabilities. It begins by discussing the definition of learning disabilities and then reviews literature on the social difficulties of this population. Findings indicate that approximately 75 percent of children with learning disabilities…

This article describes characteristics of Asperger syndrome (AS) and the syndrome's impact in the home, school, and community. Social, behavioral and emotional, cognitive, academic, sensory, and motor characteristics of students with AS are reviewed. The restricted range of interests students with AS have is discussed. (Contains references.)…

This book presents nine papers that focus on the identification, behavior, intervention, and inclusion of children with learning and behavior disabilities in general education classrooms. The papers include "Effectiveness of Social Skills Training for Students with Behavior Disorders: A Meta-Analysis" (Kenneth A. Kavale and others);…

This report describes findings of a project to identify promising school-based practices in evaluation and intervention with children having attention deficit disorders (ADD). Introductory material explains the project's purposes and procedures. The next chapter provides an overview of the 26 promising practices identified through nominations by…

This paper provides a discussion of definitions, historical precursors, and prevalence figures for children with fetal alcohol syndrome (FAS) and highlights relevant medical and behavioral characteristics. It also addresses the educational implications of working with children with FAS in terms of instruction and curriculum. Educators are urged…