The introduction of the National Curriculum in 1988 caused much discussion (some of it angst-ridden) among both academics and practitioners working with pupils with severe and profound learning difficulties, and much of the meat (and the angst) of these discussions is still going on today. We argue that 24 years is a long experiment; that despite…

This study explored the perceptions of parents and teachers regarding the differential treatment or stigma experienced by pupils with challenging behaviour--more specifically, those with behavioural, emotional and social difficulties (BESD), as well as children with visible special educational needs (Down's syndrome and/or profound and multiple…

This article reports on research that was carried out with parents in order to understand the education system in England from their viewpoint through in-depth, semi-structured interviews with seven parents, who were largely sourced through a local dyslexia specialist tutor. The data were analysed by using cross-sectional analysis in order to…

Successful transition from primary to secondary school is important for psychosocial well-being. Children with special educational needs (SEN) may face additional complexities at transition, although the impact of this process on children's psychosocial adjustment has been underexplored. The article aims to review systematically the literature…

The increasing number of children with profound and multiple learning difficulties means that many schools for children with severe learning difficulties are having to review the curriculum that they offer. In addition, these schools are continuing to question whether a subject-based approach, in line with the National Curriculum, is the most…

Warnock advocated that all young people with learning difficulties should be entitled to an appropriate education beyond the compulsory age of 16. The purpose of the study was to investigate attitudes to post-16 educational provision for students with special educational needs. What are the strengths and weaknesses of current provision and is it…

The challenge for schools, following the Green Paper Every Child Matters (HM Treasury, 2003) and the Special Educational Needs Code of Practice (DfES, 2001), is to enable young people to give their views about matters affecting their lives. Whilst these recommendations are a welcome step to enable the effective inclusion of all young people,…