Showing papers in "Journal of Research in Special Educational Needs in 2004"

Preschool inclusion in the United States: a review of research from an ecological systems perspective

Abstract: Using an ecological systems conceptual framework proposed by Bronfenbrenner, research on the inclusion of preschool children with disabilities in programs with typically developing children was reviewed. Drawing mainly from studies conducted in the United States, research on child characteristics (biosystem), classroom practices (microsystem), family perspectives (mesosystem), social policy (exosystem), culture (macrosystem), and changes in variables across time (chronosystem) is described. Positive developmental and behavioral outcomes occur for children with and without disabilities in inclusive settings, although as a group, children with disabilities are not as socially integrated as their typically developing peers. Parent attitudes are generally positive although they voice some concerns about inclusion. Several social policy issues within the U.S. system (e.g., enforcement of standards, fiscal issues) serve as barriers to and facilitators of implementation of preschool inclusion, and cultural variables shape the nature of inclusive classrooms as well as family access to inclusive settings.

Leadership for inclusion: a comparison of international practices

Abstract: The issue of inclusion is high on the educational reform agenda in many countries. Set within the context of the United Nations organisation's push for ‘Education for All’, the aim is to find ways of increasing the participation and learning of pupils who are vulnerable to marginalisation within existing educational arrangements (World Education Forum, 2000). In the United States, inclusive education is generally thought of as an approach to serving children with disabilities within general education settings. Internationally, however, it is sometimes seen more broadly as a reform that supports and welcomes diversity among all learners (Ainscow, 1999). The research reported in this paper adopts this broadened formulation. It presumes that the aim of inclusive education is to eliminate social exclusion and that is a consequence of attitudes and responses to diversity in race, social class, ethnicity, religion, gender and ability (Vitello & Mithaug, 1998). Children with disabilities and others seen as having special educational needs are part of this agenda. The paper focuses specifically on the implications of these developments for leadership roles in schools. In particular, it uses evidence from case studies of leadership practice in three countries to address the question, what types of leadership practice foster inclusion in schools? The paper provides a theoretical framework that throws light on what is involved in such practices and presents illustrative examples. The aim is to provide an analysis that will be of direct relevance to practitioners, whilst at the same time adding to theory. The examples of leadership that are examined were found in schools in England, Portugal, and the United States that serve culturally and linguistically diverse groups of children, including significant numbers from low-income families. In each of the schools, children with disabilities and others categorised as having special educational needs are taught in general education classrooms alongside their peers.

‘Emancipatory disability research’: project or process?

Abstract: The early 199Os witnessed the emergence of a radical new approach to researching disablement known as ‘emancipatory disability research’. This paper provides a broad-based overview of the core principles and implications of this methodology. Drawing on research initiated and conducted by organisations controlled and run by disabled people it suggests how the emancipatory research paradigm has begun to transform the material and social relations of research production. The paper concludes by suggesting that emancipatory disability should be perceived as a process rather than a project.

The effect of a school-wide inclusion training programme upon teachers’ attitudes about inclusion

Abstract: This study compared survey responses of teachers from a reform-based programme focused on promoting inclusion-based classrooms, namely Project WINS (Winning Ideas Network for Schools) schools, with teachers from non-Project WINS schools with regard to their attitude about inclusion in the classroom. Surprisingly, the results of this study revealed no differences between the two groups of teachers on most facets of inclusion. The one significant difference found a greater preference for inclusion by non-Project WINS teachers with regard to classroom climate. The study also revealed a higher preference for inclusion for teachers with higher self-reported expertise in special education regardless of what group the teacher was surveyed from. Findings from this study indicate the need for further research and improvements in training methods for Project WINS and similar programmes that attempt to change teachers’ attitudes towards inclusion as an important first step in improving practice in inclusion-based classrooms. As the movement for more inclusion in schools increases, administrators, special educators and teachers are caught in the midst of the tide. Proponents of inclusion believe change is needed now, but those not in favour of such changes recommend not implementing inclusion without further research (Snyder, 1999). In addition, schools need assistance in developing and implementing policies and practices that will lead to an effective inclusion experience for all parties involved (Johnson, 2000). The primary purpose of this study was to further this research by examining attitudes related to inclusion of teachers participating in a programme implemented in middle schools with the explicit goal of fostering effective inclusion-based classrooms. Second, we tested the relationship between perceived expertise in special education and attitudes towards inclusion. Below we briefly describe some of the factors that research has shown to influence teachers’ level of acceptance of inclusion-based classrooms.

What are effective strategies to support pupils with emotional and behavioural difficulties (EBD) in mainstream primary schools? Findings from a systematic review of research

Abstract: This article describes the processes and findings of a systematic review of research into the effectiveness of strategies to support pupils with emotional and behavioural difficulties (EBD) in mainstream primary schools. A search for studies carried out from 1975–1999 resulted in 265 citations, of which 96 were found to be within the scope of the review topic. Of these, 27 reported on 28 research studies, which could address the review question. Findings from these 28 studies indicated that a number of strategies, based on a range of theoretical frameworks, showed some positive impacts on pupil behaviour. However, the review highlighted a dearth of good quality research on strategy effectiveness. There is a need for higher quality research into strategies currently being used in schools. Practitioners, parents and children should all be involved in setting the parameters for interventions and research concerned with EBD.

Reflections on interviewing children and young people as a method of inquiry in exploring their perspectives on integration/inclusion

Abstract: There has been increasing interest in eliciting the views of children and young people; one arena for this has been the integration/inclusion context. However the increasing emphasis on the right of children to be heard has tended to emphasise the fact of production over the complexities of elicitation and interpretation. Ethical considerations in interviewing children about integration/inclusion include issues relating to confidentiality, anonymity, protocols, consent, assent and intrusion. Sampling issues include access, mode of communication and selection of data for analysis. This paper also discusses the use of various interview strategies applicable in this context. They include the merits of various ways of initiating (e.g. use of statements rather than questions) and sustaining (e.g. use of pause, interviewer phrasing) the dialogue. It is concluded that researchers in this field need to be rigorous in acknowledging and probing the complexities of child interviews in the integration/inclusion context.

Searching the literature on teaching strategies and approaches for pupils with special educational needs: knowledge production and synthesis

Abstract: This paper considers the problems that were encountered in searching and using the literature (about practice) to answer questions about future directions for policy in teaching learners with special educational needs (SEN). It draws upon a recently completed scoping study on the effectiveness of different approaches and strategies used to teach pupils with a range of special educational needs (Davis & Florian, 2004) which foregrounded issues of search strategy, knowledge organisation and synthesis. The paper argues that a literature review is historically, culturally and socially produced knowledge and is an important but limited piece of evidence. Guidance for undertaking a review of literature on teaching practice is offered.

Including children with a visual impairment in the mainstream primary school classroom

Abstract: This article reports on ESRC-funded research, ‘Including children with visual impairment in mainstream primary school classrooms’ The inquiry comprised a multiple case study of children with visual impairment in 17 mainstream primary schools Classroom observation and interviews were the main methods used Interviews were conducted with all those who had a direct impact on the quality of the children's inclusion in the classrooms, such as the teaching assistant, class teacher and specialist visiting teachers, as well as with others to provide a richer contextual understanding of the teaching and learning in the schools Overcoming barriers to the participation and learning of children with visual impairment emerged as: the provision of an adequate additional support; inclusion in the main learning processes taking place in the classroom; and good communication between the teaching team A discussion of the meaning of inclusion in the context of the classroom is provided

Individualised Educational Programmes. Part I: A Literature Review.

Abstract: This review was undertaken as part of a research project commissioned by the Scottish Executive and carried out by a team from Glasgow and Newcastle Universities between January 2000 and January 2001 when the report was published (Banks et al., 2001). The research study, entitled ‘Raising the Attainment of Pupils with Special Educational Needs’, followed the issuing of new guidelines (SOEID, 1998a; SEED, 1999) which linked the use of individualised educational programmes (IEPs) to the wider political enterprise of raising standards through target-setting.

Enhancing students’ learning through differentiated approaches to teaching and learning: a Maltese perspective

Abstract: Within the context of Malta, differentiated teaching pervades the National Minimum Curriculum (NMC) published in 1999, in 11 of 15 principles that the NMC supports. The study seeks to explore how well prepared and equipped the teachers are with the necessary skills to fulfil a differentiated teaching approach. The aim of this research study was to explore the current pedagogical procedures teachers are adopting in order to ensure curriculum access to all students, and to what extent these actually reflect differentiated instructional strategies. Data was collected through questionnaires. All teachers in the school were asked to participate and the response rate was high. The results are therefore representative of this particular school but cannot be generalised to the whole teaching population. It was found that many teachers were taking an individualised role to teaching, and in the future the school will need to adopt policy decisions and a School Development Plan (SDP) which feature differentiation. Such an approach will be needed in order to encourage the teachers to utilise strategies that reflect a differentiated approach to teaching within a whole school context. In-service training will be required to enable teachers to be made aware of the varying ways of responding to the needs of all students through differentiated teaching approaches in order to provide paths to learning so that the classroom becomes a ‘good fit’ for varied learners.

Disabled and successful: education in the life stories of disabled high achievers

Abstract: There has been much debate concerning the pros and cons of special and mainstream education for young people with a disability. This paper adds data to this debate by reporting the educational experiences of 20 high-achievers with congenital disabilities who live in the United Kingdom and were born between 1950 and 1970. It presents personal accounts of the high-achievers’ perceptions of how their education, which was either purely in special schools, in mainstream schools or a combination of both, had influenced their transition to adulthood. While those who attended special school considered it to provide a supportive environment that permitted the cultivation of their personalities without the constraints of non-disabled barriers, many others thought it prevented them as disabled children from interacting with non-disabled peers, thus inhibiting social integration between the disabled and non-disabled world. This was the main perceived advantage of mainstream education although problems of physical access meant that some choices were out of reach. The findings highlight how both special and mainstream education can be compatible with career success of individual disabled people. The paper implies that a combination of the two systems may be needed to facilitate disabled students to develop psychologically, socially and cognitively at the rate of their non-disabled peers, and proposes that link schools and partial integration could contribute to the achievement of such goals.

Partnership with parents of disabled children in research

Abstract: Parent/professional partnership is a key theme in government policy and service delivery for parents of disabled children, yet there is little evidence of such partnerships in research. Drawing on the literature concerning parents’ experiences of caring for and raising a child with additional needs; parental involvement and partnerships and the social analysis of disability, this article sets out the rationale for parents’ participation in educational research. It proposes a parents’ participatory research approach adapted from a disability or emancipatory research paradigm, which the author used when conducting her doctoral research. She describes how there was evidence of parental participation in the study on three levels, through, firstly, the parent/researcher who initiated and co-ordinated the study; secondly, the parents’ advisory group, who advised the researcher, completed some analysis and discussed the findings and, thirdly, the parents in the sample, who were offered opportunities to participate, for example, in decisions concerning the content of the data and development of the research methods that were used. Finally, the article discusses to what extent the parents participating in this study were given a voice to express their views, some control over the research process and so were treated as partners in the research process. It concludes that this research study has extended the notion of working in partnership with parents to the field of research and demonstrated that a parents’ participatory research approach is possible. It now needs to be developed and replicated in other studies with parents of disabled children.

Links Between Special Schools and Mainstream Schools: a Follow-up Survey

Abstract: This article reports the findings from a survey of special schools in England and Wales regarding their links with mainstream schools. This survey was a follow-up of two previous surveys undertaken in mid-1987 and 1993 respectively. Data were elicited about visits made by pupils, teachers and support assistants both from special schools to mainstream schools and from mainstream schools to the special schools. Over two-thirds of special schools in England and Wales responded, the sample reflecting the distribution of types of special schools nationally. Findings indicated that the degree of link activity has been maintained over the years but it is relatively restricted in terms of the number of pupils and staff involved, and there does not seem to be evidence of the strategic use of placements.

Controversial practices in the education of students with high support needs

Abstract: The use of controversial practices unsupported by research is a concern in special education, especially for students with high support needs. Internet sites of Australian schools enrolling students with moderate to severe intellectual disability (moderate to severe learning difficulties) were located and reviewed to determine the kinds of controversial practices employed and the number of schools reporting their use. Almost half the sample reported utilising at least one unsupported practice and in general there were few convincing rationales provided for the adoption of these practices. The use of unsupported practices in schools may be related to the inaccessibility of research, teacher mistrust of research, teacher reliance on more informal and personal sources of information, and teacher desire to achieve results and build positive relationships. More research is needed to understand why these practices are adopted and the ways in which they are used.

Reflections of parents and students with severe learning difficulties on their special schooling and the transition to post-school provision

Abstract: The majority of school-leavers over two years from two special schools were individually interviewed (n=34), as were their parents (n=37). Both groups expressed broad satisfaction with the schooling. The parents were split on the merits of mainstream education. Those in favour tended to stress the social benefits whereas those against felt that only special schools could meet their child's particular needs.Reactions to social services were more critical, with the main complaint being the lack of information and the dearth of respite and leisure activities. Hence the special schools seemed to have played an important role in supporting families.Only a minority of leavers went directly to local authority day centres with most going to FE colleges. However few families were offered any alternatives although most seemed happy with the chosen placement. Nearly all the young people aspired to having a job.Three main themes were discerned among the reflections of the parents and young people. First, the importance of schools in developing the young people's social competence and of promoting social inclusion and acceptance. Second, the role of schools in addressing the support needs of families in conjunction with other agencies. Third, the creation of employment opportunities as a measure of success of both schools and FE colleges.

Current conceptions of literacy – insights from work with children and older learners with sensory needs

Abstract: There have been many efforts to conceptualise literacy, both in terms of its essence and component parts, but it has proved difficult to define. This paper considers work that is undertaken with children and older learners with sensory needs in order to promote the early stages of literacy. Recent government initiatives aimed at fostering literacy development have caused teachers of children with sensory needs to re-examine their practice. The paper discusses early literacy as part of children's attempts to communicate and describes children with sensory needs engaging in a range of activities that are termed ‘literacy’ by those working with them. By taking into account these activities, the authors endeavour to throw light on the broader questions around concepts of literacy.

Adapting instruction to address individual and group educational needs in maths

Abstract: This study, combining classwide curriculum-based measurement and peer-mediated instruction, used a single-subject research design to address the effectiveness of two grouping adaptation strategies (heterogeneous small-groups versus peer tutoring) to accommodate individual and group differences in learning. Academic performance in the domains of number and arithmetic skills of 19 low, average, and high achieving first-grade linguistic minority pupils was measured by recording scores over 12 weeks and across multiple observations. The results revealed a significant increase in number sense and arithmetic skills when pupils worked in pairs. Whole group, ability group, and individual comparisons for each dependent variable were made. Results are also discussed in terms of an attempt to craft strategies for including academically diverse pupils in mainstream classrooms.

Individualised educational programmes, Part II: Raising the attainment of pupils with special educational needs

Abstract: This paper is based on an investigation into individualised educational programmes (IEPs). The project, entitled ‘Raising the Attainment of Pupils with Special Educational Needs’, was commissioned by the Scottish Executive Education Department in 2000 and was completed in 2001. A literature review published previously traces the origins of IEPs and compares and contrasts their use in education systems in the UK, elsewhere in Europe, in the USA and in Australia.

The self‐esteem of children with physical disabilities: a review of the research

Abstract: The prevalent view is that children with physical disabilities are likely to have greater emotional and psychological problems, including lower self-esteem, than that of their able-bodied peers (Arnold & Chapman, 1992). The basis for this is explored and the psychological research analysed to see whether it supports such a view. The analysis highlights the assumptions that have been made when researching this area, and the methodological difficulties in the research. The findings are that present research does not support the view that children with physical disabilities have a lower self-esteem than their able-bodied peers. It is suggested that a recognition of the psychological resilience of these children may be a helpful starting point when considering future research in this area.

Interpreting pupil participation into practice: contributions of the SEN Code of Practice (2001)

Abstract: It is three years since the revised Code of Practice for special educational needs (Department for Education and Skills (DfES), 2001) was implemented within schools in England. In this document renewed emphasis was given to pupil participation, building upon and strengthening previous requirements. The inclusion of pupil participation in this document, which governs the ways in which schools must operate, provided cause for optimism by raising the status of the topic and embodying a tool by which to implement the participation rights of the child within the education system. This article scrutinises the sections on pupil participation within the Code for their potential to advance the field. It raises some crucial questions, opening up new areas for debate on the subject. It refers to research insights into participation from the perspective of pupils themselves to illustrate the issues being raised. The article calls for the participation of the pupils themselves to be acknowledged and accounted for, alongside current requirements that professionals encourage pupil participation and account for their perspectives.

Peer nominations among adolescents experiencing severe learning difficulties: an exploratory study using sociometric techniques

Abstract: This paper reports on a small-scale exploratory study which piloted the use of sociometric techniques with a class group of adolescents attending a day special school for pupils experiencing severe learning difficulties (SLD). The aim of the study was to investigate peer relationships and aspects of friendships among this population. The results indicated that the relationships and friendships of these adolescents appeared genuine and to be of significance. Statistical analysis and observation of actual behaviour indicated that choices made were stable and valid and appeared to be based on similar criteria of acceptability to ‘mainstream’ choices. The majority of adolescents were able to provide rational justifications for their choices and some were able to evaluate the relationship of others with him or her. The implications of the results are discussed with reference to a continuing trend towards inclusion.

Residential school placements and disabled children: the contrasting views of local education authorities and of parents

Abstract: Despite government commitment to the inclusion of children with special educational needs in mainstream schools, significant numbers of disabled children are placed in residential special schools. In the face of a distinct lack of information about the numbers or needs of these children, or about their experiences of living away from home at residential schools, the authors carried out research to examine why disabled children went to residential school, and their experiences of being there. This article focuses on the circumstances leading to a residential school placement, and the decision-making process from the point of view of local education authorities, and of parents. The paper reveals wide variations in the use of residential schools by local authorities, and conflicting views between and within authorities on the suitability of such placements. Parents’ experiences are characterised by a lack of support in making very difficult decisions about the best place for their child to be, and a decision-making process dominated by delays, lack of information and conflict.

Developing Science Process Skills in Special Schools in South Africa.

Abstract: This paper describes research conducted alongside the implementation of ‘Translation Activities’ to teach science process skills in three Schools for Children with Special Educational Needs (known as special schools) in the Western Cape, South Africa. Teachers were interviewed about the differences of teaching science to their learners in the context of the new Outcomes Based Education Curriculum. They were then trained in the strategy and observed while they started to implement it in their classrooms. Further interviews were conducted over the period of a year to discover how this particular teaching innovation fitted with the special conditions. The case studies explain how pupils were able to spend a greater proportion of time working in groups, learning from the activities, and attempt to throw light on how access to science might be facilitated in a future system characterised by inclusion.

Charitable provision for blind people and deaf people in late nineteenth century London

Abstract: In nineteenth century England much charitable activity was directed towards the relief of poverty, but such provision developed significantly to support a variety of requirements. Although from the eighteenth century onwards there were instances of co-operation between voluntary charitable effort and the state, governments in the early and mid Victorian era tended to be cautious about intervention. During this period and beyond, voluntary provision was frequently underpinned by a desire that individuals in receipt of charity should as far as possible be self-reliant and contribute in some way towards the costs of their upkeep; that they should not become unnecessarily a burden on the State; and that donations and subscriptions given for the purposes of supporting and furthering charitable activities should be expended with care, with an emphasis upon obtaining good value for money spent. These criteria were applied also to charities which were active in providing for those with disabilities. These charities included the ones designed to meet the particular needs of blind people and deaf people in London which are the focus of this study and where demand for such facilities was high. These criteria, with their emphasis upon self-help, are a legacy from nineteenth century voluntary effort and shaped the nature of much charitable activity in the twentieth century as reflected in the images by which many charities are represented even today.

10th International CEDAR Conference Report Widening participation: research, policy and practice

Abstract: A major concern in the UK and other countries concernsthe inclusion of and participation by the full range of thepopulation. This can be characterised in many ways. In termsof wider society it includes voting at elections, where lowturn-outs challenge the democratic process. The incorporationof diverse communities ‘into’ society as a whole poseschallenges if such actions are to respect the individualstrengths and rights to determination of groups while at thesame time developing a harmonious broader society.Within education we have our own particular concerns. Somerelate to the types of issues previously mentioned and arenow often labelled ‘social inclusion’. These include thedevelopment of systems, resources and attitudes aimed atpreventing exclusion as well as promoting inclusion. Forexample, the high level of temporary and permanent exclusionof pupils from school, especially Black boys (Parsons,1999) poses a challenge that government, Local EducationAuthorities (LEAs) and schools seek to meet. One suchattempt by Newham LEA was undertaken in collaborationwith The Centre for Educational Development, Appraisaland Research (CEDAR). Daniel Muijs and I collaboratedwith the Newham Scrutiny Commission to identify schoolsthat were ‘bucking the trend’ and achieving higher thanexpected academic results for three groups of boysidentified as underachieving in that LEA: Black Caribbean,Black African and White UK-born boys (Lindsay & Muijs,2004). The study went on to examine the possible reasonsfor these schools’ success.A second theme for education concerns the developmentof inclusive education systems for children with specialeducational needs (SEN). This is firmly embedded asgovernment policy. Indeed, it was the subject of a GreenPaper very early in this government’s first term in 1997(DfEE, 1997) and a series of changes to the law, extraprovision and various initiatives subsequently (e.g., DfES,2001). These initiatives have been strongly influencedby the issue of children’s rights. In particular, theprevious approach of developing special schools has beencharacterised as ‘segregation’ and hence is in contradictionto the development of ‘integration’ in the 1970s and 1980s,and ‘inclusion’ mainly from the 1990s onwards.One characteristic of inclusion is the participation ofrelevant persons. In education this covers a number ofthemes including the participation of children in decision-making which concerns their future (Gersch, Holgate SLindsay, 2003a). Although following the Code of Practiceis not a statutory requirement, the need to have regard to itscontents renders it a powerful document.Participation is a process variable. Inclusion may be assessedby examining the degree to which pupils participate inthe life of the school, in decisions regarding their ownlearning, and in decisions regarding school-level decisions.Participation is open to empirical study, and this was thefocus of research undertaken with CEDAR by one of mydoctoral students (Rego, 2004) who examined in detail therelationship between teachers’ views on participation andthe reality of the classroom). A separate but arguably moreimportant variable is that of effectiveness. To what extent doesinclusion lead to more effective education for children withSEN? Are they more likely to achieve higher levels ofeducational attainment, for example? Similarly, are they morelikely to develop friendships, social skills and enjoymentfrom education and social relationships? A further variableconcerns chronological time. Irrespective of the relativebenefits of participation and effectiveness while at school,what is the impact on post-school, both in the short termand over the life-span?In March 2004, the Centre for Educational Development,Appraisal and Research (CEDAR) at the University of Warwickorganised the 10th biennial international conference.The intention was to address these various issues bothfrom empirical evidence and conceptual analysis. As is atradition with CEDAR conferences, we seek to analyse andchallenge orthodoxies and assumptions. Hence, in exploringthis theme we sought to examine evidence of howparticipation was being widened for groups and individualswho have been marginalised or inhibited, for whatever reasons.We also wished to explore critically the assumptions oftenmade about concepts such as inclusion. For example, isgreater participation an indicator of increased inclusion,and if so is the causal link in that direction (i.e., greaterparticipation leads to high level of inclusion), or is causalityin the opposite direction; or indeed, is causality bidirectional,operating differently in different instances? Perhaps theprocess, at least in some cases, is cumulative with, forexample, greater participation leading to greater inclusion,

Issues in researching the perspectives of deaf children

Abstract: Research on children's perspectives has traditionally been neglected, influenced by adults’ assumptions of children's vulnerability and incompetence. These assumptions produce methodological and ethical concerns about research with children, such as the need to protect the child from unethical research, validity of the data, and unequal research power relations. This paper reviews these points, with particular consideration to children who are deaf1. The first section examines the assumptions about children in research. These assumptions, as shown in the second section, have further implications for children with disabilities. Section III examines the challenges and issues that need to be taken into account when researching deaf children. Section IV then describes the methodological issues encountered in a study that examined the perspectives of 23 young deaf children in the US and UK.

Examining Key Issues Underlying the Audit Commission Reports on SEN Policy Paper 1 (5th Series).

Abstract: This book is the first publication in the fifth series of seminars organised by the SEN Policy Options Steering Group to examine policy issues to do with special educational needs. The aim of the seminar was to examine in depth several underlying issues raised by the recent Audit Commission Reports on special educational needs. The seminar provided a distinctive perspective and analysis of these reports. The focus was on (1) assurance for parents: alternatives to statements? (2) justifying common national definitions of difficulties and SEN and (3) managing inclusion. Papers were presented by: Peter Gray, SEN Policy Consultant, on common national definitions of difficulties and SEN; Penny Richardson from Nottinghamshire Local Education Authority (LEA) on assurance for parents: alternatives to statements? and Chris Beek from Capita Strategic Education Services on managing inclusion. The main purpose of this publication is to provide policy makers at all levels of the education system with an examination of relevant and practical policy options in the field of special educational needs. The book raises crucial issues and outlines ways forward.

Addressing educational needs of children with HIV/AIDS

Abstract: With the increased occurrence of HIV and AIDS among children, the education system of countries is particularly burdened as these children survive into adulthood and beyond, as anti-retroviral regimens are increasingly effective in prolonging life. One of the most challenging problems presented to educators, when confronted with the growing HIV/AIDS school population, is the planning of education programmes based on these children's information-processing strengths, but also taking into account HIV/AIDS related cognitive restraints. An education-focused response to the HIV/AIDS pandemic requires a clear understanding of medical and neuropsychological effects of HIV/AIDS-related illness on cognition and residual learning difficulties, as well as a clear understanding of the educational needs of these learners. The impact of medical conditions such as HIV encephalopathy or encephalitis (also know as the AIDS dementia complex), subcortical dementia, cranial calcifications, non-Hodgkin's lymphomas (NHL), cerebrovascular disease, progressive multifocal leucoencephalopathy (PML), white matter disease, toxoplasmosis, syphilis, meningitis and ophthalmic problems leading to educational difficulties are discussed. From this information we propose an instructional delivery framework for children with HIV/AIDS and argue the importance of addressing the educational needs of this growing population of children. A broad multidisciplinary approach is essential if we are to understand the complexity of the pandemic and respond to it.

Content accessibility of special education organisations’ Web sites

Abstract: Professional organisations play a central role in efforts to make public and private facilities and resources accessible. Hundreds of organisations have formed to support the development and maintenance of services to individuals with disabilities. The World Wide Web (WWW) has become a valuable resource for individuals with disabilities, but on-line barriers create significant limitations in content accessibility. This study evaluated the content accessibility of professional organisation home pages. One hundred and eighty-seven home pages were evaluated for content accessibility. The results indicated that 72% of them had significant accessibility problems that severely affect their usability by people with disabilities. The types of accessibility problems are presented, as well as methods for validating and areas for improving Web sites.