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Experiences of an integration link scheme: the perspectives of pupils with severe learning difficulties and their mainstream peers
- Author:
- BEVERIDGE Sally
- Journal article citation:
- British Journal of Learning Disabilities, 24(1), 1996, pp.9-19.
- Publisher:
- Wiley
The Warnock Committee (1978) was of the view that the education of children with special educational needs would be enhanced by closer working links between mainstream and special schools and recommended that these should be established. This paper explores the perspectives of pupils involved in an integration link. Data from the mainstream pupils and the special school group demonstrated a generally positive acceptance of the scheme. However, profiles of individual pupils from the special school group revealed significant variations in the ways they respond to the opportunity for interaction with their mainstream peers. This article argues that if integration schemes are to promote successful interactive experiences for all the pupils involved, then aspects of individual diversity need to be taken into account.
A summer school for learning disabled children: description and evaluation
- Authors:
- McFADYEN Anne, HUGHES Margaret
- Journal article citation:
- British Journal of Learning Disabilities, 24(3), September 1996, pp.124-128.
- Publisher:
- Wiley
Describes the setting up and evaluation of a summer school for children with learning disability and challenging behaviour. The children either maintained their level of functioning or made developmental progress, and behaviour difficulties were reduced in most cases. Parents reported benefits in their own emotional health, while volunteers felt that they had a valuable experience. The project is an example of a user-led, multi-agency way of working.
Raising the achievements of pupils with special educational needs
- Author:
- DAVIE Ron
- Journal article citation:
- Childright, 124, March 1996, pp.9-10.
- Publisher:
- Children's Legal Centre
The author, a Consulting Psychologist, reflects on the real avenues to achievement for children with special educational needs while cautioning us to be wary of a system which, however positively, insists on rendering these children 'different'.
Working with challenging behaviour: an in-service training pack for all staff working with pupils with learning difficulties
- Authors:
- BISHTON Helen, et al
- Publisher:
- Lucky Duck Publishing
- Publication year:
- 1996
- Pagination:
- 5 booklets in pack.
- Place of publication:
- Bristol
Training pack containing units on: staff reactions and attitudes - the school ethos; understanding and assessing challenging behaviour; prevention; crisis management; and responding to challenging behaviour.
Human rights and school change: the Newham story
- Authors:
- JORDAN Linda, GOODEY Chris
- Publisher:
- Centre for Studies on Inclusive Education
- Publication year:
- 1996
- Pagination:
- 40p.,list of orgs.,bibliog.
- Place of publication:
- Bristol
Account of the desegregation of the education service in the London Borough of Newham, when over a twelve year period, the Boroughs special schools were gradually closed, and disabled children and children with learning difficulties joined their colleagues in mainstream schools.
Including students with severe and multiple disabilities in typical classrooms: practical strategies for teachers
- Author:
- DOWNING June E
- Publisher:
- Paul H. Brookes
- Publication year:
- 1996
- Pagination:
- 209p.,tables,bibliog.
- Place of publication:
- Baltimore, MD
Guide to including children with multiple disabilities in mainstream education. Combines up to date research from the United States with case studies. Describes how to perform accurate functional assessments, stresses the importance of teaching skills with everyday applications, offers alternatives to visual and auditory communication modes, provides ideas for enhancing socialisation, and explains how to involve all members of the school community. Looks at how learning needs change as children progress from pre-school to primary to secondary education.
The role of play in helping children with emotional and behavioural difficulties access the curriculum in a mainstream secondary school
- Author:
- HUGHES Cathy
- Journal article citation:
- Emotional and Behavioural Difficulties, 1(2), Summer 1996, pp.15-21.
- Publisher:
- Taylor and Francis
Explores the use of 'play' with pupils with perceived emotional and behavioural difficulties in mainstream secondary schools and to provides practical examples of how this could be achieved. This will involves references to viewpoints regarding the value of play for its own sake, for therapeutic purposes, within child development, and within Primary education, and then the linking of these with discussions regarding the needs of children with perceived emotional and behavioural difficulties. The part on practice focuses on the use of play, in the sense of the provision of practical and concrete materials, as a means of accessing the curriculum in a mainstream secondary classroom, rather than on its use for emotional or social development, although the three can be shown to be interchangeable. The discussion is meant to present considerations, prompted by and deriving from personal perspectives and experiences.