This study examines the impact of an auditory integration-based developmental support programme on the sensory development and self-regulation skills of children with autism aged three to five years in Turkey. This mixed-methodology research combined quantitative and qualitative methods, and data were collected using a general information form,…

An administrator describes one London school's experiences in establishing a support service for mainstreamed students. She notes ways to avoid problems with communications, priority questions of supporting the staff or serving the students, staff relationships, the use of link teachers, and preparation to help teachers acquire consultant skills.…

An educational psychologist describes achievements and difficulties in instituting a system of special units in ordinary schools as an alternative to special segregated schools for disabled students in rural areas. (CL)

The author suggests that the most effective method of serving mainstreamed secondary level disabled students is through a comprehensive support system delivered by direct involvement of special needs teachers in the mainstreamed classes. (CL)

Problems in implementation and practice of a whole-school approach to integration which features transposing regular and special educators are cited, and seven phases for carrying out such a scheme are described. (CL)

This article highlights difficulties in replicating the Andras Peto Institute for Motor Disorders in Hungary by establishing the Birmingham (England) Institute for Conductive Education, for children with cerebral palsy. Difficulties included a lack of conductive education principles in clear English, failure to properly identify children who could…

The article describes a pilot program of the Technical and Vocational Education Initiative in the Enfield borough of London which included a special school for delicate children (ages 5 to 16). Discussed are program components, technical vocational options, program implementation, the base room and extended program, program effects, and program…

A project is described in which a support team collaborated with the science department of a British high school to develop a "whole school" approach to serving children with special educational needs. "New paradigm" research, which aims to involve the subjects of an inquiry as collaborators, was used in the project. (JDD)

Beverley Flitton is a PhD student at the University of Hertfordshire, where Julia Buckroyd is Professor of Counselling, and Maria Vassiliou is employed at Durants School, Enfield, as a nursery nurse. In this article, they describe the process of setting up and running a therapeutic group for girls in a school for students with learning…

"Parent to Parent" is a telephone-contact self-help group for families of special needs children. Support parents are recruited and trained to provide counseling to other parents. Professionals lead the training course, which focuses on listening, understanding, and action planning. Parents carry out the support group's administrative…

British educational policy on inservice training has established as a priority the training of classroom teachers to meet special educational needs of their students, using a curriculum-focused, whole-school approach. Three issues require consideration in the policy's implementation: academic organization, social climate of the school, and…

This article describes a drama program developed at Reading University (Great Britain) for special education students and teachers at the secondary level, which sought to develop initiative, leadership, ability to think for oneself and adapt to change, and ability to work as a team member. (DB)

A program was developed to ensure that teacher and institutional self-evaluation would become an integral part of staff development and curriculum development. A science curriculum module was taught to students with severe learning difficulties and videotaped for use in evaluation and inservice training. (JDD)

This article describes the development of the Birmingham Institute for Conductive Education in England; its work with students who have motor disorders; its collaborative work with the Peto Institute in Budapest, Hungary; the compatibility of conductive education and England's National Curriculum; and differences between Hungarian and British…

This article describes mainstreaming efforts at an East Sussex (England) school serving students with physical disabilities but no major learning impairments. Mainstreaming students into their local schools involved parental support, preparation of mainstream schools, multidisciplinary support networks, and a carefully implemented transfer…