bluuebunny/crossref_metadata_2025 huggingface dataset:
Depression among Pupils at School
Authors: Goodyer Ian
Published: May 2007

Depression in childhood and adolescence occurs more often than most schools realise. Teachers can contribute to identifying, assessing and managing this condition. Professor Ian Goodyer, Section of Developmental Psychiatry, Cambridge University, reviews the current state of knowledge and how schools may be able to help.
Is Conductive Education Transplantable?
Authors: Bairstow Phillip , Cochrane Raymond
Published: May 2007

Phillip Bairstow and Professor Raymond Cochrane, Birmingham University, are two of the three authors of the recently published and controversial report, Evaluation of Conductive Education for Children with Cerebral Palsy. They conclude that while parents may continue to press for the local availability of conductive education any attempt to introduce the system, closely modelled on the Peto Institute's provision, will be fraught with difficulties.
LMSS: Illusion or Control?
Authors: Brownlow Robert
Published: May 2007

From next April maintained special schools will be managing their own budgets under local management of special schools (LMSS). Despite claims to the contrary, Robert Brownlow believes that many special schools will have little scope for choosing how they spend their money. He is deputy head of Hamblett School for pupils with physical disabilities, St Helen's education authority, Lancashire.
Whole School Policies in the New Era
Authors: Bines Hazel
Published: May 2007

Now that mainstream schools have a duty under the 1993 Education Act to state their policies on provision for special educational needs, they will have to decide on the content of their policies in detail. Hazel Bines, School of Education, Oxford Brookes University, offers some suggestions.
Opening Up Access to Science
Authors: Richardson Helen
Published: May 2007

Helen Richardson, senior lecturer, Special Educational Needs Resources Centre, University of Northumbria at Newcastle, discusses some of the issues which arise out of the National Curriculum requirement that all children should learn science.
Challenging Times for Teachers
Authors: Humphreys Keith , Sturt Eileen
Published: May 2007

The appropriateness or otherwise of the National Curriculum for pupils with challenging behaviour is questioned by Keith Humphreys, head of the Special Educational Needs Resources Centre, Department of Education, University of Northumbria at Newcastle, and Eileen Sturt, senior teacher, Feversham School, Newcastle upon Tyne.
Special Needs and the GCSE
Authors: Grant Mary , Noble Jenny , Came Fil , Bowker Phill
Published: May 2007

The research project ‘Special Educational Needs and the GCSE’ was commissioned by the School Examinations and Assessment Council (SEAC) and undertaken by the Centre for Curriculum and Assessment Studies at Bristol University between January 1991 and June 1993. Dr Mary Grant, research director, and Jenny Noble, Fil Came, and Phill Bowker, project team members, submitted their final report to SEAC in July and summarise their findings below.
Learning from Pupils’ Perspectives
Authors: Cooper Paul
Published: May 2007

Although the ‘voice of the child’ is being stressed more and more in legislation and general debate the principle does not yet seem to be widely translated into practice. Dr Paul Cooper, lecturer and research officer, Oxford University Department of Educational Studies, has added to practice with his study of pupils' views in two residential schools for children with emotional and behavioural difficulties. He suggests that the elements of their schooling which are most valued by the pupils are respite, relationships and opportunities.
The Four P's of Policy
Authors: Palmer Charles , Redfern Rob , Smith Kate
Published: May 2007

Charles Palmer, Rob Redfern and Kate Smith, Coventry Education Service, describe a framework for developing special needs policies in schools which takes into account the draft Code of Practice, OFSTED's framework for inspection, draft regulations on school policies and Coventry's LEA policy. Charles Palmer is a senior educational psychologist with the Coventry Educational Psychology Service. Rob Redfern is the secondary support teacher and Kate Smith is a primary support teacher with the Special Needs Support Team in Coventry.
Special Language and Political Correctness
Authors: Corbett Jenny
Published: May 2007

Dr Jenny Corbett, Department of Education and Community Studies, University of East London, looks at the way in which the language used in relation to special educational needs has changed and evolved since the 1960s, taking articles published in the predecessor to the BJSE over 25 years ago, as examples. Vocabulary, images and attitudes are discussed in the context of political correctness and its impact on behaviour. This is a stimulating introduction to a theme which calls for further study.
Writing with Symbols – The Meldreth Suite
Authors: Banes David , Coles Caroline , Dethridge Mike , Newton Wendy
Published: May 2007

A partnership between Widgit Software and Meldreth Manor School, a residential school for pupils with severe or profound and multiple learning difficulties, is aiming to produce a new suite of software programmes. These programmes enable pupils to use an extensive vocabulary of Rebus symbols for extending language and communication skills, as well as providing access to a broad and balanced curriculum. David Banes, senior teacher, Meldreth Manor School, Caroline Coles, headteacher, Meldreth Manor School, Mike Dethridge, Widgit Software, and Wendy Newton, senior speech therapist, Meldreth Manor School, Royston, near Cambridge, describe the programmes.
The New Tribunal: First Responses
Authors: Rabinowicz Jack , Friel John
Published: May 2007

Special Educational Needs Tribunal: Consultation Paper on Draft Regulations and Rules of Procedure was issued on February 9 by the Department for Education (DFE). The draft regulations and draft circular derive from sections in the 1993 Education Act which replace the present ‘flawed’ system of local authority appeals committees with a new independent system to deal with appeals against LEA decisions about statements of special educational needs. Jack Rabinowicz, chairman of the Education Law Association (ELAS) and a partner in a London firm of solicitors, and John Friel, a London barrister who leads the special educational needs interest group in ELAS and is the father of a child with a statement of needs, give their first reactions.
Time to Change the Product
Authors: Goddard Alan
Published: May 2007

Alan Goddard, former head of a school for pupils with learning difficulties in Durham, looks forward to a new era in which behavioural approaches to the curriculum are ‘dumped’ and replaced by a process model which emphasises personal and social development rather than the National Curriculum.
The Code of Practice: new partnerships for children with special educational needs
Authors: Russell Philippa
Published: May 2007

Philippa Russell, Director of the Council for Disabled Children, considers the challenges and opportunities within the new Code of Practice for all statutory, professional, voluntary, and parent‐led services and organisations concerned with special educational needs.
Inspection Effectiveness: an analysis of an OFSTED inspection
Authors: Carpenter Barry , Stoneham Chris
Published: May 2007

Barry Carpenter, Principal Lecturer in Education, Westminster College, Oxford and Chris Stoneham, Head of Learning Support, Henry Box School, Witney, Oxfordshire, build on the advice given by Maria Landy in Vol.9 No. 1 of Support for Learning, and show how an OFSTED inspection can be a rewarding experinece.
Special Educational Needs and the Issue of the School Prospectus
Authors: Copeland Ian
Published: May 2007

Regulations require the school prospectus to contain information on special educational needs (SEN). Ian Copeland, lecturer at The University of Reading shows that half of the schools sampled omitted to do so. He discusses the schools' depiction and classification of SEN pupils, the assumptions made about the prospectus, strategies for SEN pupils, and the opportunities presented by the new Code of Practice.
Inclusive Education: Teachers and the Changing Culture of Schooling
Authors: Vlachou Anastasia , Barton Len
Published: May 2007

Anastasia Vlachou and Proffessor Len Barton (Head of the Department of Education, University of Sheffield) focus on some of the issues concerning the work context of teachers in a rapidly changing environment and ways in which these affect attitudes to the education of children with special educational needs.
Who goes to MLD schools?
Authors: Male Dawn
Published: May 2007

The research reported by Dawn Male of the University of London Institute of Education provides important statistical evidence about the kinds of special educational needs that are currently being met in MLD schools.
In‐service training for teachers involved in link schemes: a consultative process
Authors: Walsh Patricia Noonan , Shevlin Michael , O'Moore Mona , de Lacey Eamon , Stritch David
Published: May 2007

This article reviews the background to the current development of link schemes offering students (pupils) in mainstream and special settings an experience of functional integration. It documents the design and evaluation of in‐service training for Irish teachers involved in developing link programmes. The content of two training workshops and the teachers' evaluation of their impact are presented, and recommendations for further development and evaluation of an in‐service training process are suggested.
‘It doesn't concern us!’ The Code of Practice and its relevance for special schools, units and service
Authors: Lewis Ann , Neill Sean , Campbell Jim
Published: May 2007

Ann Lewis (Senior Lecturer in Education), Sean Neill (Senior Lecturer in the Policy Analysis Unit) and Jim Campbell (Professor of Education and Director of the Policy Analysis Unit), all of the University of Warwick, consider the views of staff in special schools, units and services (referred to as the ‘special sector’) on the introduction of the Code of Practice. The underlying argument is that, within the context of a discussion on its possible relevance to the special sector, the Code's potential universality is being lost through an over‐emphasis on the implementation of its procedural aspects (notably the ‘five stages’) and an under‐emphasis on its principles.
Are Individual Education Plans a waste of paper?
Authors: Cooper Paul
Published: May 2007

Paul Cooper, Lecturer in Education (Emotional and Behavioural Difficulties) and Director of Research at the University of Cambridge, Institute of Education, considers the nature and origins of Individual Education Plans (IEPs) and some of the key issues of concern and debate surrounding them and their implementation. Emergent areas of concern are: the types of learning needs that are addressed in IEPs; the involvement of students and parents in the development of IEPs; and problems relating to implementation. Research findings suggest that the degree of care that is taken in the construction, implementation and evaluation of IEPs determines whether the resultant document is a valuable tool in facilitating educational progress or simply another paper exercise.
Back to basics: three ‘R’s for Special Needs Education
Authors: Daniels Harry
Published: May 2007

Harry Daniels, Professor of Special Education and Educational Psychology at the University of Birmingham, discusses ‘a return to basics’, a term which has recently received much popular attention, but has often been misused.
‘Let's try that word again in a new way!’ Helping failing readers to learn high frequency words
Authors: Moran Heather , Smith Kate , Meads Julie , Beck Maria
Published: May 2007

Heather Moran, Educational Psychologist, Kate Smith, Head of the Learning Support Service, Julie Meads, Teacher, Foleshill Primary School, and Maria Beck, Teacher, Good Shepherd R.C. Primary School (all of whom work for Coventry LEA) report on action research conducted in two primary schools in Coventry using the Word Association Method to help children to read common sight words.
Asymmetric Demand Information and Foreign Direct Investment*
Authors: Moner‐Colonques Rafael , Orts Vicente , Sempere‐Monerris José J.
Published: May 2007

We examine the FDI versus exports decision of firms competing in an oligopolistic (quantity‐setting) market under demand uncertainty and asymmetric information. Compared to a firm that chooses to export, a firm that chooses to set up a plant in the host market has superior information about local market demand. In addition to the well‐known tension between the fixed set‐up costs of investment, the additional variable costs of exports and oligopoly sizes, the incentive to invest abroad is explained by the strategic learning effect. FDI may be observed even if trade costs are zero. The analysis is robust to price competition and to the possibility that a foreign firm can engage in both FDI and exports.
A framework for teaching reading
Authors: THOMAS DAVID P.
Published: May 2007

Like Martin Turner, David Thomas has also achieved some notoriety. Even earlier than Turner he too was claiming to have unearthed evidence of a downward trend in reading standards. Here, however, he chooses not to go back over that research in detail but to concentrate on his philosophical position and what he considers to be the most productive ‘framework’ for teaching reading. Clearly he has thought long and deep on this topic and can be identified with the eclectic/multifunctional position. Further he has some pertinent observations to make on the physical layout of bases that will encourage reading development. This latter point will strike a chord with many readers who would maintain that childrens' learning is as much a product of resources and a conducive environment as it is of any particular teaching method.
Methods of teaching reading: The debate resolved
Authors: MOYLE DONALD
Published: May 2007

Donald Moyle's vast experience and mature reflection are clearly discernible in this article. While accepting there possibly is a problem in relation to reading standards he carefully distances himself from the protagonists of extreme positions. Like David Thomas, he sees little virtue in a single approach and finds no problem in happily integrating methods. Patiently he returns to an earlier thesis, expounded in his book Children's Words, that a combination of the language experience and story method offers the most productive way forward.
Achieving more with less: Raising reading standards via parental involvement and peer tutoring
Authors: TOPPING KEITH
Published: May 2007

Keith Topping brings yet another dimension to this discussion of reading. His work with parents will be well known to most readers. Here, as one would suspect, he takes issue with those who have selectively interpreted some recent studies as indicating there is little of advantage in parental involvement schemes. He dismisses these critics for not taking the totality of the research findings into consideration. Turning to the question of a supposed fall in reading standards he seesnothing significant in the accumulated evidence and derides the media for its hysterical attitude.He reiterates his views on parental involvement and shrewdly points to the cost‐effectiveness of such strategies. This point will not be lost these days on hard‐pressed decision makers!
These coloured spectacles: What are they for?
Authors: STONE JULIET , HARRIS KEITH
Published: May 2007

After perusing this article readers will be able to add a new phrase to their educational armoury, scotopic sensitivity syndrome! This refers to a suggested new cause of dyslexia. The work carried out at the Irlen Institute figures prominently in this field and in particular their prescribed remediation, the wearing of spectacles with coloured lenses or the use of coloured perspex sheets to cover a page. Such a technique was bound to be greeted with a large degree of cynicism. The authors themselves are cautious in drawing conclusions from their investigations. There does appear sufficient evidence, however, for more sustained research.
Writing, the National Curriculum and children with special needs
Authors: McCONVILLE CHRIS , WILLIAMSON JOHN
Published: May 2007

John Williamson and Chris McConville are interested in the grammatical competence of children with special needs. They have two major concerns. The first is the National Curriculum demands on the structure of written standard English that pupils are expected to attain at the age of 11. The second concern is whether there are any major differences between mainstream and special school children in their use of written language. This particular study looks, in depth, at the work of three children from a primary school and three from a school for children with moderate learning difficulties. While the results indicate little in the way of major differences, readers will be interested in the authors' conclusions regarding the writing process.
The role of the on‐site behavioural support unit
Authors: SANDOW SARAH , GARNER PHILIP
Published: May 2007

Sarah Sandow and Philip Garner assess the value of two on‐site units set up for disruptive pupils. Although a questionnaire revealed differences in philosophy and practice, both units had been well received, offering, as they did, some respite for staff and pupils. Overall the authors are optimistic about such provision but regret that further experimentation might be inhibited by demands for ‘cost‐effective’ strategies.
A peer to listen
Authors: JAMES JOYCE , CHARLTON TONY , LEO ELIZABETH , INDOE DEREK
Published: May 2007

Joyce James and her colleagues introduce us to a somewhat different aspect of teaching spelling. They argue, not unreasonably, that failure to spell properly is often associated with emotional difficulties. It is logical, therefore, that attention be given to image enhancement. They are drawn to peer counselling on the grounds that adolescents are likely to take more note of the opinion and comment of their contemporaries than of adults. Their investigation would appear to bear out this contention. After some initial training, pupils were paired for the experiment. The results are illustrated graphically. While not making any great claims the authors conclude peer counselling is a very useful supplement to existing methods.
Moving practice forward
Authors: AINSCOW MEL , HART SUSAN
Published: May 2007

In previous issues of Support for Learning, Alan Dyson has examined basic assumptions about the nature of special needs and the roles of various participants. Mel Ainscow and Susan Hart continue that debate, focusing on the function of ‘outsiders’, i.e. those who seek to advise or train teachers. There is a huge amount of uncertainty in this field. External demands and pressures raise serious questions about traditional forms of staff development. This then is a timely input. Ainscow and Hart offer a conceptual map for moving practice forward and three broad principles for the promotion of collaborative work with teachers.
Support for special needs
Authors: CLAYTON TERRY
Published: May 2007

Terry Clayton examines special needs provision both within, and available to, schools. In particular his survey provides interesting data on the range of existing inputs from local education authorities and other agencies. Clayton worries about whether such a wide level of support will remain available under delegated budgets. He provides a number of possible solutions to the dilemma that will shortly face headteachers and governing bodies.
Transition from specialist provision to mainstream schooling: How can we help children cope with change?
Authors: METHVEN CLAIRE , EVANS RUTH , BROWN CAROLYN
Published: May 2007

The authors of this article have had some experience helping pupils overcome the possible traumatic effects of an abrupt change of environment. The article concentrates on the difficulties encountered moving from primary specialist provision to mainstream secondary schooling. They offer a case study and from this deduce a number of steps that enabled a child to overcome some difficulties. Their work is ongoing and they hope to pool this experience with that of other colleagues.
Students who want the last word
Authors: ROGERS BILL
Published: May 2007

Bill Rogers is based in Australia but makes many visits to this country to run workshops for teachers. Those who have met him will be used to his style which is very direct and personalised. His observations of children's behaviour are exceptional and he draws all his conclusions from direct interactions. The cheerfulness with which he describes these incidents and admits his own shortcomings wins him many friends amongst teachers.
Problem‐solving instruction in adult literacy classes
Authors: LYSYNCHUK LINDA , GEDDIS SUSAN , LAINE COLIN
Published: May 2007

This article from Canada describes several strategies for teaching adults how to solve problems. These strategies were experimentally evaluated in a 16‐week intervention study. Using a test based on some original work by Guilford, the strengths of participants were identified. Following this, a four‐step problem‐solving approach was evolved, defining the problem, generating hypotheses, evaluating hypotheses and carrying out the task.

Students showed gains in the ability to generate alternative solutions and to be systematic. On this basis the authors argue for the inclusion of problem‐solving training for adults in basic literacy classes. However, it is impossible to isolate any particular strategy that is more effective than another but some strategies appear more successful in certain circumstances.
‘Kurator’ or ‘curator’? A look at Danish special needs provision for adults: Policy issues
Authors: LOVELL‐BADGE DAVID P.
Published: May 2007

The term ‘kurator’ will be a new one to most of our readers. This denotes a new sort of professional in the field of special needs that is emerging in Denmark. The role is formed by combining careers guidance, social work and teaching. The rationale, presumably, is that the needs of young adults can only be met in an holistic way.

David Lovell‐Badge describes this and reaches a number of interesting conclusions for provision in this country. He calls upon decision makers to take on board four principles. These clearly run counter to present attitudes and delivery. However, now we form part of a more cohesive Europe it may take less time than one thinks before ideas from other countries permeate our own thinking and policies.
Local authorities, special needs, and the status quo
Authors: THOMAS GARY
Published: May 2007

Gary Thomas is concerned about local educational authority (LEA) involvement in the development of special education. He argues that the LEA position evolved largely due to historical circumstances and serves only to reinforce distinctions among children. He advances four points to support the thesis that special provision should be removed forever from local authority control. While acknowledging that it might have residual responsibility for a general oversight of provision, the LEA should withdraw from direct involvement in this field. Thomas draws analogies with other organisations who have benefited from such a dispersal of responsibility and function.

These arguments will generate some heat. The benevolent interest of the LEA has been with us for so long it is difficult to envisage a world without it. However, we have been moving in this direction for some time and Thomas brings a clarity of thinking to the discussion. There is, of course, the ‘domino effect’. For example, if this is sustainable what becomes of our support services? Can we really trust all schools to make the right decisions? Readers will, no doubt be forming their own opinions.
An overview of influences and changes for post‐16 students with special educational needs
Authors: O'HANLON CHRISTINE
Published: May 2007

For many of us post‐16 provision for students with special educational needs is a veritable jungle of legislation, qualifications and opportunities. Here Christine O'Hanlon takes us patiently through current developments and provision in this field. She points to the gap between rhetoric and reality and pleads for some clear and unambiguous legislation which will clarify delivery.
Towards a comprehensive model of a special education resource consultant
Authors: BAILEY JEFF , BAILEY ROBYN
Published: May 2007

At a time when special needs roles are under serious examination, it is interesting to see what is being considered in other countries. Jeff and Robyn Bailey introduce us to the Australian version of the special needs co‐ordinator, the ‘resource consultant’. This article supports the long‐held conviction of this journal that we benefit greatly from looking at developments in other countries. The work in Queensland parallels much of our own experience but there are sufficient divergences to illuminate our current thinking.
Support for learning in further education
Authors: CORBETT JENNY , MYERS LEA
Published: May 2007

Jennifer Corbett and Lea Myers offer us the results of their research into special needs provision in further education. There is a discussion of four models of provision and this is followed by an examination of teachers' responses to questions raised about future developments, about which there appear to be broad levels of agreement. Finally, the authors voice their support for ‘the right to be different’ and warn against the market‐led forces which threaten to undermine provision.
Preparation for school inspection
Authors: LANDY MARIA
Published: May 2007

Within the next few years all schools will be subject to inspection, a particularly important aspect of which will be the nature and effectiveness of special needs provision. Here Maria Landy takes us through the background, rationale, documentation and procedures for such an inspection. It becomes clear that it would be extremely unwise for a school to wait until the last moment before putting its house in order. The advice given is straightforward and sensible. It is accompanied by a useful checklist and will enable schools to identify weaknesses in advance of an inspection. The message is clear: time given now to preparation will yield big dividends at a later date.
Individual education programmes in secondary schools
Authors: BUTT NORMAN , SCOTT ELIZABETH M.
Published: May 2007

The concept of individual educational programmes (IEPs) is not new but rarely is it spelt out with much clarity. Here Norman Butt and Elizabeth Scott take us through the rationale for IEPs, their management and evaluation. This is an important contribution in this field and will be of use to those now engaged in drawing up whole‐school policies and development plans.
Labelling and learning: An interactionist perspective
Authors: QUICKE JOHN , WINTER CHRISTINE
Published: May 2007

As the authors of this article, John Quicke and Christine Winter, put it, ‘The aim of this article is to clarify the notion of labelling and demonstrate … the usefulness of an interactionist perspective as a basis for intervention strategies’. The strategy is clearly outlined and a detailed case study used to illustrate various points. The techniques deployed enable pupils to reflect on their own and other people's behaviour in a non‐threatening atmosphere and to move towards an adjustment or modification in the light of this experience. The article draws on data from the ESRC Cognition and School Processes Project at the University of Sheffield.
Special educational needs and initial teacher training: The modern languages dimension
Authors: ASHER COLIN , CHAMBERS GARY N.
Published: May 2007

A commonly held belief is that children with learning difficulties are incapable of learning a foreign language. This persists in spite of growing evidence to the contrary. The problem lies not so much with the nature of the subject but with its presentation. Colin Asher and Gary Chambers have explored this area with students using a variety of stimulating techniques. There are no miracles to report but there were noticeable gains in achievement and confidence. Similarly, the student teachers appear to have been stimulated by the experience.
Rates of problem behaviour amongst 3‐ and 4–year‐old children attending nursery classes in St Helena, South Atlantic
Authors: CHARLTON TONY , LEO ELIZABETH , EVANS PAULINE , FLAGG PATSY
Published: May 2007

What follows provides a fascinating glimpse into a society sufficiently remote as not to have experienced the full impact of live television and its effects on the lives of pupils. Tony Charlton and his colleagues reveal that currently there are very low rates of problem behaviour among nursery children in St Helena. The impact of the advent of television this year will be monitored to see if it has the purported debilitating effect on social and emotional functioning skills maintained by researchers elsewhere. The outcomes of this will be reported to readers at some future date.
Closing the gap: Compensating for literacy delay in children with specific learning difficulties/dyslexia
Authors: HELLIER CYRIL
Published: May 2007

Cyril Hellier's views on dyslexia support those advanced by Michael Connor in the previous issue of Support for Learning. He rejects the sterile debate, frequently heard on the topic, that concentrates somewhat fruitlessly on definitions and labels. This does not square with his experience in South Australia where the expression ‘dyslexia’ is rarely used. Instead, he sensibly reviews the presenting features of the problem and a variety of approaches to its amelioration and concludes, like Connor, that a balance of tuition is what is necessary.
Sense or nonsense? Dilemmas in the SEN Code of Practice
Authors: GARNER PHILIP
Published: May 2007

Special needs co‐ordinators and others will still be considering the Code of Practice and its implications. Although written in an apparently clear and straightforward fashion, the Code contains a number of ambiguities and poses some unanswered questions. Philip Garner sets out to identify these ‘dilemmas’. In particular, he accuses the authors of the Code of being long on advice and exhortation and weak on practical advice and support. He argues that teachers should still consider this to be a draft Code until matters are clarified and resources are allocated.
The post‐Warnock learning support teacher: Where do specific learning difficulties fit in?
Authors: DUFFIELD JILL , BROWN SALLY , RIDDELL SHEILA
Published: May 2007

Research into policy, practice and provision for children with specific learning difficulties for the Scottish Office Education Department included a survey of how learning support teachers viewed specific learning difficulties within their general role. The findings presented by Jill Duffield, Sally Brown and Sheila Riddell suggest that the difficulty is regarded as a discrete area within their overall task and poses a number of unresolved conflicts of demand upon them.
Is attention deficit hyperactivity disorder a Trojan Horse?
Authors: COOPER PAUL , IDEUS KATHERINE
Published: May 2007

Increasing interest is being shown in the condition known as attention deficit hyperactivity disorder (ADHD). Paul Cooper and Katherine Ideus describe ADHD and the way it is altering our views on emotional and behavioural difficulties. They trace its background, prevalence and current treatment and pose a number of significant questions for parents, educators and others. In particular, they are keen that educational and medical perspectives should not polarise on this issue and professionals should collaborate in seeking solutions.
Registering special needs: For what purpose?
Authors: WEARMOUTH JANICE
Published: May 2007

Janice Wearmouth has undertaken a small‐scale study in a comprehensive school to ascertain the effects of registering pupils as recommended by the Code of Practice. On this issue the opinions of parents have not been researched and Wearmouth's findings indicate a fairly mixed response. A significant number appear to object to their child's inclusion. Wearmouth is drawn to the conclusion that merely publishing a name on a register has little value; indeed, it may give the illusion that additional help or resources are available, a condition that may be far from the truth.
GEOMETRIC SQUARES
Authors: JOHNSTON ALAN W.
Published: May 2007

Summary: One type of male figure on Attic Late Geometric vases has a rectangular rather than triangular torso. the general interpretation of this shape as a square shield is not valid, and it is already recognised that we have some examples which represent a bell‐corslet and a chiton. the warriors on the chariots in the main frieze of an amphora by the Anavysos painter in the British Museum appear to be wearing non‐metallic corslets. A review of extant material suggests we should be cautious in interpreting square‐bodies since artists availed themselves of the convention for a number of purposes. the extent of the use of non‐metallic corslets in the eighth and seventh centuries cannot be judged from this evidence, but its very use is a significant factor in the debate over the introduction of hoplite armour and tactics in Greek society.
BRITAIN, the VENETI and BEYOND
Authors: CUNLIFFE BARRY
Published: May 2007

Summary: Archaeological and documentary evidence for contact between north western France and central southern Britain in the first millennium BC is presented and discussed. the tin trade may well have been the principal motivation for contact until the late second century BC when, following the foundation of Provincia Gallia Transalpina, the Roman‐dominated wine trade appears to have itensified cross‐channel intercourse. the position of Armorican middlemen is considered and port sites such as Alet and Hengistbury are discussed. A Wessex Contact Zone is defined within which overseas trade and local industrial production were focused. the economic and social effects of these systems on other parts of Britain are briefly outlined.
THE COLLECTION and DISTRIBUTION of LITHIC MATERIALS DURING the MESOLITHIC and NEOLITHIC PERIODS IN SOUTHERN ENGLAND
Authors: CARE VERNA
Published: May 2007

Summary:This paper explores the changing use of lithic raw materials between the late Mesolithic and the late Neolithic periods in three areas of England: the Weald, the south western peninsula and southern Wessex. In the Weald changes in Mesolithic technology may be related to contemporary changes in the settlement‐pattern brought about by ecological factors. In the south‐west and in Wessex there is some continuity in the use of particular stone sources in the Mesolithic and Neolithic, but in the latter period there may be evidence for greater social control over the use of certain quarry sites and their products. One reason for the growth of regional exchange was the difficulty of long distance movement in a sedentary agricultural economy.
THE EARLY IRON AGE IN THE PARIS BASIN: A STUDY IN CULTURE CHANGE
Authors: FREIDIN NICHOLAS
Published: May 2007

Summary. The archaeological evidence for Iron Age cultures in the Paris Basin is outlined. The data are heavily weighted to burials, there being little evidence available of settlements, but regional patterns of variation can be recognized. The broader contacts of the region are discussed and the effects of external trade and internally generated pressures on socio‐economic systems are considered.
FLIGHT OF CAPITAL OR FLIGHT OF FANCY?
Authors: SMITH J. T.
Published: May 2007

Summary. It has been suggested, on the evidence of mosaics, inscriptions, religious cults and villa plans, that a flight of capital from Gaul and Germany to Britain took place in the late 3rd and early 4th centuries. Villa plans in particular have been used to support this idea; analysis shows that the specific continental connections alleged for them do not exist, and other categories of evidence give very dubious support. Only the connection established by mosaics remains, and to explain that by a flight of capital is unnecessary.
THE USE OF ROMAN COINAGE
Authors: REECE RICHARD
Published: May 2007

Summary. There is little doubt that Roman coins found today in excavations were lost during the Roman period because they were in use. If these coin‐finds are examined in the appropriate way it should be possible to detect something of the patterns of coin‐use and coin‐loss in the ancient world and hence to learn something of the monetary side of trade and the economy. Finds from different sites are compared in an effort to establish basic rules of interpretation, or, failing that, of presentation of the evidence.
“SHAPE” IN ARCHAEOLOGICAL ARTIFACTS: TWO CASE STUDIES USING A NEW ANALYTICAL METHOD
Authors: TYLDESLEY J. A. , JOHNSON J. S. , SNAPE S. R.
Published: May 2007

Differences in artifact shape are often very apparent to the observer, but can prove very difficult to express in a precise scientific manner. This paper discusses some of the problems encountered by the archaeologist who wishes to describe the appearance of an object, and in particular its shape. It goes on to give a detailed description of the “centroid and cyclical curve” method of shape analysis; a method which, it has been suggested, could possibly be of use to the archaeologist. Two case studies designed to test the usefulness of the method are described, and the results obtained from each are given. Certain conclusions about the effectiveness of the method when applied to artifacts are then reached.
PALAEOLITHIC LITHOPHONES: DESCRIPTIONS AND COMPARISONS
Authors: DAMS LYA
Published: May 2007

Following the findings of the lithophone at the “Organ” sanctuary in the cave of Nerja (Dams 1984a), This paper describes and discusses other similar natural configurations. Like the “Organ”, some of the lithophones mentioned below are also decorated. The function of these natural percussion sets may be linked with other Palaeolithic instruments like the flutes, of which 30 have been found to date. There is no resemblance in the subject matter of the ornamented lithophones, and the signs and symbols selected for their decoration are dissimilar; it may be assumed that this subject matter was not directly connected with the sound effect itself, but rather with the different surroundings of each cave and with a different story to be related to the spectators or participants in a rite or ceremony.
HAM HILL STONE: A MEDIEVAL DISTRIBUTION PATTERN FROM SOMERSET
Authors: GERRARD CHRISTOPHER M.
Published: May 2007

This paper explores the potential of simple quantitative techniques for elucidating a medieval distribution pattern. The distribution is that of a distinctive building‐stone found in parish churches in Somerset and throughout the south‐west. Dating is achieved by recognition of different architectural styles and the stone's occurrence is plotted within 25 km of the source quarry at Ham Hill near Yeovil. The study has dual implications in that simple statistical techniques enable new conclusions to be made concerning the mechanisms of the stone's distribution, but some of these conclusions can also be checked against the documentary evidence. Therefore both distribution and techniques come under scrutiny. In this way a complementary archaeological and historical approach united by quantitative techniques and documents is applied to a medieval distribution problem but has implications for the prehistorian also.
LOCATION, FUNCTION AND STATUS: A ROMANO‐BRITISH ‘RELIGIOUS COMPLEX’ AT THE NOAH'S ARK INN, FRILFORD (OXFORDSHIRE)
Authors: HINGLEY R.
Published: May 2007

An archaeological survey of the Noah's Ark Inn was undertaken with the intention of providing insight into the location, function and status of the known Romano‐British temple site. The survey resulted in the discovery of an amphitheatre and associated buildings in close proximity to the temple. It is now clear that the Noah's Ark Inn site is an example of an extensive ‘religious complex’ of a type well known in Gaul, but not very well represented in Britian. The purpose of this paper is to review the evidence for the Noah's Ark Inn religious complex and to consider the site in relation to other Gallo‐Roman and Romano‐British religious complexes.
THE DATING OF RELIEF‐PATTERNED FLUE‐TILES
Authors: BLACK E.W.
Published: May 2007

The use of relief‐patterned flue‐tiles in Roman Britain falls into three main periods: c. 75–90, c. 120–25, and c. 155–75. The assignment of particular dies to each of these periods is examined. The nature of the industry and the specialised functions of particular types of tiles are discussed within the chronological framework. An appendix deals with the sequence of tiletypes used at Fishbourne and a chronological difficulty involving Fishbourne and the Chichester thermae.
CELTIC PERMANENCE OR ROMAN CHANGE? ROMAN BRITTANY REVISITED
Authors: GALLIOU PATRICK
Published: May 2007

Summary. The purpose of this paper is to examine the common belief that Brittany, as an outlying region of the Empire, was only superficially Romanized. Though the above opinion is not entirely disproved by the body of evidence collected from past and recent excavations, the picture should clearly not be oversimplified. Roman Brittany, though it certainly lagged behind in terms of cultural and linguistic unification, was certainly fully integrated into the political and economic structure of Gaul and the Empire as a whole.
A REVIEW OF THE EVIDENCE FOR CONTINUITY IN BRITISH TOWNS IN THE 5TH AND 6TH CENTURIES1
Authors: BROOKS DODIE A.
Published: May 2007

Summary. An attempt is first made to define ‘town’and ‘continuity’for this period, and to assess the vigour of towns in the fourth century. The body of the article is a review of the fifth and sixth century archaeological evidence (including structures, artefacts and dark soil) and an analysis of the interpretations based upon it especially the theories of (1) Germanic ‘mercenaries’and (2) the prolongation of towns into the fifth century so that they overlap with early English activity. The conclusion is reached that there is no archaeological evidence for continuity in fifth and sixth century towns.
MONUMENTS AND SOCIAL COMPLEXITY: A NEW LINE OF ENQUIRY?
Authors: OLIVEIRA D.L.
Published: May 2007

Summary. Studies of prehistoric monuments have suggested that there may be a relationship between the amount of labour needed to build them and the complexity of contemporary society. To some extent such work has been influenced by the rich ethno‐historical record of the Polynesian chiefdoms. This article compares the role of large monuments in Polynesia with ethnographic evidence describing monument building in an Indian tribe. It concludes that an important contrast between the two examples is that in simpler societies monument building may be essentially an ‘event’, whilst in more complex societies monuments can be maintained for a substantial period after their erection.

Similar contrasts can be found in the archaeological record in Britain and suggest that whilst Neolithic earthworks may have made greater demands on human labour, it was only in the Iron Age that society possessed the capacity to undertake regular maintenance of large monuments.
THE ORIGINS OF ROMANO‐BRITISH SMALL TOWNS
Authors: BURNHAM BARRY C.
Published: May 2007

Summary. Romano‐British urban origins have all too frequently been seen in terms of simple monocausal explanations, emphasising the role of purely military factors at the expense of the importance now attached to pre‐Roman settlement nucleation. This article seeks to explore the question of small town origins and early development in the light of this wider perspective. It attempts to demonstrate that the period after AD 43 saw two overlapping and competing systems, one focused on pre‐existing sites, the other on the new communications network, each with their own requirements and each with varying regional application and importance. Incorporation within the prevailing new order is shown to be more vital to urban development than pre‐Roman or fort origins in isolation.
A ‘MATRIX” TECHNIQUE FOR THE ANALYSIS OF INTERRUPTED DITCH ENCLOSURES
Authors: EVANS CHRISTOPHER
Published: May 2007

Summary. A method is presented for the graphic display of data reflecting the physical form of neolithic interrupted ditched enclosures.
THE SEALING STRUCTURES OF MINOAN CRETE: MM II PHAISTOS TO THE DESTRUCTION OF THE PALACE OF KNOSSOS
Authors: WEINGARTEN JUDITH
Published: May 2007

Summary. The thousands of MM clay sealings in Room 25 of the First Palace of Phaistos testify to the importation into Crete of the Near Eastern system of storeroom administrative controls. Minoan practice then diverged from the Near Eastern model. The development of a recognizably Minoan sealing system is illustrated by the LM IB sealing deposits from Ayia Triada, Zakro and Khania (with something of its evolution traceable via Mallia and Knossos). Despite many common practices in LM IB, however, important local differences coexisted within this Minoan system, perhaps suggesting the absence of a single overriding administrative authority at this time.
PROTOGEOMETRIC SKYROS AND EUBOEA
Authors: LEMOS IRENE S. , HATCHER HELEN
Published: May 2007

Summary. Archaeological evidence indicates that during the Protogeometric period Skyros and Euboea shared several features. The striking similarity, both in style and fabric, between some of the vases found on Skyros and those from Lefkandi in Euboea, made us suspect that some of the Skyrian vases might actually have been imported from Lefkandi. Thanks to Mrs. R. Andreadis, whose private Collection includes Protogeometric vases found on Skyros and who allowed us to take samples from thirteen of them, this assumption was tested. The Research Laboratory of Archaeology and the History of Art in Oxford agreed to analyse them together with samples from the clay‐beds on Skyros for comparison with the existing Lefkandi data. Assessment of the results supports a Euboean source for most of the vases analysed and strengthesn the link between the two areas, in which Euboea seems to be the supplier of most of the pottery found on Skyros in the Protogeometric period.
HONEY AND DRIPPING: NEOLITHIC FOOD RESIDUES FROM RUNNYMEDE BRIDGE
Authors: NEEDHAM STUART , EVANS JOHN
Published: May 2007

Summary. This paper illustrates the prospects for a fuller understanding of ancient foodstuffs by applying a range of analytical techniques to charred food residues on pottery. The relevant techniques of organic chemistry are briefly described. First results on Neolithic material from Runnymede stand amongst few for prehistoric Europe. They demonstrate the potential importance of such analyses both in redressing imbalances present at the site level and in opening wider issues, such as the functions attached to particular pot forms. The identification of beeswax in a British Neolithic context prompts an enquiry into the nature of early bee management and the suggestion that ‘forest beekeeping’may have been widespread in temperate Neolithic Europe.
REPLY TO J.T. SMITH'S SUGGESTED RE‐INTERPRETATION OF BARNSLEY PARK VILLA
Authors: WEBSTER GRAHAM , SMITH LANCE
Published: May 2007

Summary. A different interpretation of the social significance of the excavation evidence from Barnsley Park has been advanced by Mr J. T. Smith, and the excavators now compare this with the conclusions at which they themselves arrived. They ask to what extent archaeological evidence is capable of settling a hypothesis about social structure, and proceed to re‐examine the evidence for the house and for the paved and stone‐walled area immediately surrounding it to see which alternative is less strained. Doubt is expressed about seeing many of the very minor nearby structures as other than animal pens. The house is re‐examined for original occupation by more than one household, in response to Mr Smith's main point. Multiple occupation is perceived in its later history, but not at the commencement. The excavators conclude that their interpretation is clearer as a result of this very useful reconsideration, but essentially unchanged. Barnsley Park does not provide support for Mr Smith's suggestion of kin‐groups in Romano‐British villas.