bluuebunny/crossref_metadata_2025 huggingface dataset:
Problem Solving at Barking Abbey
Authors: Kerfoot Sue , Barnett Sue , Giles Chris
Published: May 2007

A problem solving group has been started at Barking Abbey by Sue Kerfoot, educational psychologist for the school, Sue Barnett, senior mistress of the lower school and first year head, and Chris Giles, second year head.
Reading and Down's Syndrome
Authors: Lorenz Stephanie , Sloper Tricia , Cunningham Cliff
Published: May 2007

The reading skills of a sample of Down's syndrome children from a longitudinal study at the Hester Adrian Research Centre, Manchester University, are examined by Dr Lorenz, now an educational psychologist with Salford LEA, Tricia Sloper, a research fellow, and Dr Cunningham, senior lecturer, both at the Hester Adrian Centre.
The Handwriting of Seven to Nine Year Olds
Authors: Alston Jean
Published: May 2007

Jean Alston, senior lecturer in special education at Crwe and Alsager College of Higher Education, reports from a longitudinal study of handwriting in pupils from a representative sample of Cheshire schools. She examines performance changes between the first and second years of junior school and identifies those who have handwriting difficulties at the age of nine.
The 1981 Education Act in Derbyshire
Authors: Kramer Julien
Published: May 2007

Derbyshire Local Education Authority reviews its arrangements for providing a service to pupils with special educational needs. Julien Kramer, assistant education officer, special needs, reports that while the new procedures find general acceptance there are some warts that need to be treated.
Meeting Special Needs in Mainstream Classrooms
Authors: Hodgson Ann
Published: May 2007

Advice on classroom practice for helping pupils with a variety of special educational needs in mainstream settings is given by Dr Ann Hodgson, research officer, National Foundation for Educational Research.
Teaching about Disability
Authors: Quicke John
Published: May 2007

John Quicke, lecturer, Division of Education, Sheffield University, describes a survey which aimed to find out what secondary schools did to develop positive attitudes to disabled pupils among their peers.
Taking the Curriculum Afloat
Authors: Fogell John
Published: May 2007

Life aboard Sobriety with a group of pupils who have moderate learning difficulties is described by John Fogell, second master, Derringham School, Hull. The author is planning another week's trip this summer.
The Adolescent with Spina Bifida: Academic Achievement and Employment Prospects
Authors: Tew Brian
Published: May 2007

Dr Brian Tew, psychologist in the Department of Child Health, University of Wales College of Medicine, Cardiff, is involved in a longitudinal study of children with spina bifida. He compares their educational attainments in adolescence with those of a group of non‐handicapped, matched at birth. He finds that the examination and employment prospects of some young people with spina bifida would be improved by transfer to an ordinary school and by further education and training after the statutory leaving age.
The New Look in Inservice Training
Authors: Mittler Peter
Published: May 2007

The government's new proposals for the planning and funding of inservice training are examined by Professor Peter Mittler, director, Centre for Educational Guidance and Special Needs, Manchester University.
Microcomputer Software: Micros, Music and Special Needs
Authors: Collins David
Published: May 2007

David Collins, research fellow, Division of Education, Sheffield University, writes on micros and music.
Words You Want to Learn
Authors: Moseley David
Published: May 2007

An approach to teaching spelling similar in some ways to the Breakthrough to Literacy scheme for teaching reading – where children choose for themselves the words they want to learn – is being developed by David Moseley, reader in applied psychology, School of Education, Newcastle University. The classroom study described here suggests that the principles underlying the precision spelling course and related computer programs, which have been used successfully with pupils who have specific spelling difficulties, could be usefully adapted to help pupils with mild and moderate learning difficulties.
Disabling the Able?
Authors: Bishop Michael
Published: May 2007

Don't impose labels and definitions on disabled people. Ask what their own preferences are, urges Michael Bishop, who works for the British Council of Organisations of Disabled People but the views he expresses here are entirely his own.
Supporting the Ordinary School
Authors: Hegarty Seamus
Published: May 2007

In the wake of the Education Act 1981, the Department of Education and Science commissioned three major research studies. These were concerned respectively with: in‐service training (Manchester University and Huddersfield Polytechnic); the implementation of the Act (London University Institute of Education); and support for the ordinary school (National Foundation for Educational Research). All the studies were completed by 1986, and numerous publications have resulted from them. Dr Seamus Hegarty, deputy director at the Foundation, summarises findings from the NFER study.
NewLink with Computers
Authors: Clay John , Cooke Barbara , Jotham Dick , Neale Aileen , Phillips Ray , Quinton E.
Published: May 2007

The above authors, all from the Department of Adult Education, Nottingham University, have developed computerbased education and training for disabled adults in six centres in the East Midlands. In its service to the students – if not in its resourcing – it is a model for others to follow.
More Replies from the Education Secretary
Authors: Baker Kenneth
Published: May 2007

There appears to be a conflict between the aims of the national curriculum and proposed testing at seven, 11, 14 and 16 and the aims of the 1981 Education Act in relation to integration. Many children within the estimated 18% who have special needs in ordinary schools may not be able to attain the levels required at various stages, and therefore may be seen ‐ and see themselves ‐ as failures. This could result in more pupils being given statements of special educational needs and being segregated from the mainstream. Is the government aware of this risk, and, if so, what does it intend to do about it?
Support Teaching: Taking a Closer Look
Authors: Garnett Jean
Published: May 2007

Support teaching has been described in a number of previous articles in the journal but this is the first to concentrate on some of the issues and questions which the practice of support teaching raises for staff in individual schools. Jean Garnett writes from her experience not only as present head of the Special Needs Support Service, Coventry Education Department, but also as a former support teacher in Nottinghamshire and Oxfordshire.
Returning to the Mainstream
Authors: Smith Grahame , Goldthorpe Rod
Published: May 2007

Grahame Smith, now deputy head, English Faculty, Barstable School, Basildon, Essex, and Rod Goldthorpe, deputy head, Lankhills School for pupils with moderate learning difficulties, Winchester, Hampshire, prepared the following discussion paper during a weekly teaching exchange designed to give each an insight into the challenges of the other's work.
Teacher Appraisal in Special Schools
Authors: Williams Kath , Petrie Ian
Published: May 2007

From September onwards the phased introduction of teacher appraisals will begin in schools. So far, in the six areas where DES pilot schemes are being run, special schools have not been to the fore. In this article, however, the authors concentrate on issues which are relevant to special schools. They draw on a survey of 32 headteachers in special schools in the north west of England and also suggest some guidelines for an effective and fair system. Kath Williams is deputy head, Underlea Special School, Liverpool, and Ian Petrie is a lecturer in special education at Liverpool University and honorary editor of this Journal.
Appraisal: The Salford Experience
Authors: Pardoe Janet , Attfield Robin
Published: May 2007

Janet Pardoe, headteacher, Dean Park School, and Robin Attfield, headteacher, Claremont School, describe their schools' experiences of taking part in the national pilot work on appraisal, prior to the provision of national guidelines. They emphasise, however, that appraisal schemes to be introduced in Salford will in no way be bound by the views expressed here.
Asian Pupils and Special Issues
Authors: Tomlinson Sally
Published: May 2007

The special educational needs which some Asian pupils experience have been largely ignored in the past. However they are now receiving more attention. Professor Sally Tomlinson, Department of Educational Research, Lancaster University, discusses some of the issues which arise.
Principle Must Come First
Authors: Cornell Barry , Carden Nigel
Published: May 2007

An aims‐based curriculum should take priority over the National Curriculum where there is an unclosable gap between the two. Barry Cornell and Nigel Carden, head and deputy head respectively, Kirkleatham Hall School, Cleveland, express this view in relation to pupils with moderate or severe learning difficulties.
Support Across the Curriculum
Authors: Copeland Ian
Published: May 2007

The planning, preparation and delivery of learning experiences tend to be vertically determined by subject departments but pupils experience the curriculum as horizontal, moving across from one subject to another through any typical day. Support teaching may be less effective if it operates through the practices of the vertical at the expense of the realities of the horizontal. Ian C. Copeland, senior lecturer, Department of Education and Management, Reading University, and part time support teacher in a comprehensive school, proposes a horizontal model.
Teaching Children to Animate
Authors: Hayward Stan
Published: May 2007

Stan Hayward, scriptwriter, creator of ‘Henry's Cat’ on children's television and organiser of animation workshops in schools, describes an animation project with a group of pupils with moderate learning difficulties.
‘New Paradigm’ Approaches to Meeting Individual Needs in Science
Authors: Webster Alec , Jones Judith
Published: May 2007

Dr Alec Webster, educational psychologist, is currently research fellow in the Professional Development Unit, Clwyd; Judith Jones, special needs teacher, is head of Learning Support Services, Cheshire. They report an exploration of ‘new paradigm’ methods by the Queensferry Psychological Service in collaboration with the science department of a Clwyd high school.
Language Facilitation Within the Classroom
Authors: Watson Judith
Published: May 2007

Dr Watson is lecturer, Professional and Curriculum Support Studies, at Moray House College, Edinburgh. She is joint author of a report on provision in Scotland for pupils with communication difficulties. In this article she relates recent research into children's language development to the survey's questions to teachers and others in specialised language units.
Chance or Choice?
Authors: Wallwork Andrew
Published: May 2007

The author taught at High Trees School, Bradford, for children with severe learning difficulties. He gives an account of a project to investigate the ability of pupils with very severe or profound learning difficulties to express preferences for different types of auditory and visual ‘rewards’.
What Really Happens During a Paired Reading Project?
Authors: Winter Sam
Published: May 2007

Sam Winter, formerly an educational psychologist working in Hartlepool, is now lecturer in the Department of Education, Hong Kong University. He is currently conducting an inquire into paired reading as a method of helping children who experience difficulties in learning to read.
A Disabling Curriculum for Some?
Authors: Lonton Tony , Farooqui Asifa
Published: May 2007

There has been no recent research into the curriculum as a whole for pupils with physical disabilities. This small‐scale survey was carried out by Tony Lonton and Asifa Farooqui, who looked at curriculum composition in relation to the National Curriculum. Tony Lonton was until recently in charge of the M.Ed. (special education) course at Manchester University, and Asifa Farooqui, a former student on the course, is now on the staff of the National Institute for Special Education, Pakistan.
Exploring Sign Use in Two Settings
Authors: Grove Nicola , McDougall Sine
Published: May 2007

Nicola Grove, speech/language therapist, and Sine McDougall, psychologist, from the Division of Psychiatry of Disability, Department of Mental Health Sciences, St. George's Hospital Medical School, London, explore use of Makaton signs in teacher‐directed and free play settings by children with severe learning difficulties.
Good Planning is the Key
Authors: Moore John
Published: May 2007

John Moore is senior phase inspector for special educational needs, Kent County Council. Good planning, he writes, is ‘the most important and essential feature of successful differentiation’.
Disapply First, Modify Later?
Authors: Pease Laura , Chapman Niels
Published: May 2007

Is it wiser to disapply the National Curriculum than to modify it for certain pupils, for a certain time? Laura Pease, head of the Rebecca Goodman Centre at Whitefield, and Niels Chapman, deputy head of Whitefield School for pupils with special educational needs, London Borough of Waltham Forest, renew the debate on this issue.
Transfer from Special to Mainstream
Authors: Kidd Roger , Hornby Garry
Published: May 2007

Describe a survey of children who transferred to mainstream schools from a special school for pupils with moderate learning difficulties. While the survey done in late 1991 was small‐scale and its findings are tentative, it offered some interesting insights into parents' and pupils' reactions to the transfer to mainstream schools and suggests some lines of research that might be pursued further.
A Special Need to Smoke
Authors: Michell Lynn
Published: May 2007

This is a first report of the smoking behaviour of secondary school children with special educational needs. Dr Lynn Michell, research fellow funded by the Cancer Research Campaign in Edinburgh, assesses the attitudes of teachers towards smoking and describes the policies of schools attended by the children in the survey.
What do Pupils with Severe Learning Difficulties Understand about Counting?
Authors: Porter Jill
Published: May 2007

The study of how children with severe learning difficulties acquire number skills is a much neglected topic – especially when compared to other areas such as language development or social interaction. Jill Porter, lecturer, Institute of Education, London University, asks if this is because the acquisition of language is perceived as more important than the acquisition of number or if it is because we don't think children with severe learning difficulties (SLD) are capable of developing numeracy skills.
Goal Attainment Scaling: A Technique for Evaluating Conductive Education
Authors: MacKay Gilbert , McCool Susan , Cheseldine Sally , McCartney Elspeth
Published: May 2007

Conductive education ‐ how to evaluate it? Is it really impossible for scientists to design the definitive evaluation study? This is a question asked many times by both parents and professionals involved with conductive education. Understandably frustrated by years of controverSy over an approach which was first introduced into this country more than 30 years ago, many looked to the Birmingham project for the answer to the question: is conductive education a good way of educating children with cerebral palsy? Here was a project which had been planned by experts in the field, was funded by the government and was centred on an attempt to transplant conductive education as a complete system into the UK. However, as Bairstow and Cochrane pointed out recently in the BJSE, the teething problems associated with getting the Birmingham Institute running had a knock‐on effect on the evaluation itself and the results raised many more questions than they answered. Ideally, of course, the first Birmingham evaluation should have been viewed as a preparation for a second study which would begin after the first set of conductors had been fully trained and new children recruited.

Since it is unlikely that a repeat of the Birmingham project will take place, what are the alternatives? In the papers that follow, two quite different approaches are represented. In the first MacKay and colleagues, from the Faculty of Education Sirathclyde University, describe the beginnings of another large project, based at the Scottish Centre for Children with Motor Impairments. In this project, organ transplant has not been considered. Instead, an attempt is being made to produce a Scottish version of conductive education by the process of grafting. As part of the evaluation project the group is experimenting with a measurement technique, Goal Attainment Scaling, which they describe in detail.

In the second paper, Sigafoos etal., from the Fred and Eleanor Schonell Special Education Research Centre, University of Queensland, Australia, take another approach. Rejecting the notion that ‘the whole is more than the sum of the parts’ they assume the examination of component elements of conductive education is worthwhile and have done a small scale study of short term intervention programme. Although purists might argue that neither of these approaches will answer the question ‘Does conductive education work?’ surely the realists among us will concede that pursuit of the Holy Grail must sometimes give way to more practical projects.
Teacher Training: Settling the Bill
Authors: Miller Olga , Porter Jill
Published: May 2007

New moves to change the law on teacher training and to improve practice in identifying and assessing special educational needs raise questions about the training of teachers in low incidence disabilities of hearing and visual impairment and severe learning difficulties. Olga Miller, lecturer in hearing impairment at the Institute of Education, London University, who also works for the Royal National Institute for the Blind, and Jill Porter, lecturer in severe learning difficulties at the Institute of Education, believe that answers are urgently needed.
The School Child with ME
Authors: Colby Jane
Published: May 2007

Jane Colby, former headteacher who retired early because she contracted ME, discusses the incidence, symptoms, management and other aspects of the illness in relation to children in school.
Mainstream Students Talk about Integration
Authors: Whitaker Phillip
Published: May 2007

Seven months after the transfer of the senior department of a school for pupils with severe learning difficulties into a local upper school, an evaluation was carried out by staff of the special school and their liaison educational psychologist, Phillip Whitaker. It attempted to investigate the perspectives of all who took part, focusing particularly on any actual or potential problems so as to shape the future development of the project. This report focuses on the attitudes and experiences of the mainstream students and on the lessons which were drawn from their experience. The author, Phillip Whitaker, is a member of the Leicestershire Educational Psychology Service.
Decoding a New Message
Authors: Simmons Katy
Published: May 2007

Katy Simmons continues the Code debate by considering the impact that the Code will have on schools, and questions how they will carry out their duties with inadequate resources. Katy is co‐ordinator of the Independent Panel for Special Education Advice (IPSEA) and a Visiting Fellow at Oxford Brookes University.
Caught in the Crossfire: the future of special schools
Authors: Chapman Niels
Published: May 2007

Niels Chapman is Headteacher of the Whitefield Schools and Centre, a special educational resource, which serves London and a region to the north‐east of the city. He contextualizes the problems that special schools are facing as a result of recent legislation.
The Residential School: a valid choice
Authors: Saudners Suzzane
Published: May 2007

Suzzane Saunders is Head of Education at Penhurst School for children with physical disabilites and severe or profound learning difficulties, run by NCH Action for Children. Although she believes that inclusive education is a goal which should be aimed for, she argues that, currently for some children in some circumstances, a residential school represents a positive option.
The Dearing Review of the National Curriculum
Authors: Byers Richard
Published: May 2007

Richard Byers is well‐known for his work supporting development in schools for pupils with learning difficulties and for his particular interest in the impact of the National Curriculum upon schemes of work in the whole curriculum. Exchanges of views with friends and colleagues have greatly influenced the contents of this article.
What Katy did: a case study in communication between a pupil with severe learning difficulties and non‐disabled classmates
Authors: Lewis Ann
Published: May 2007

The British Journal of Special Education has contributed substantially to debates on the principles and practice of integration. Dr Ann Lewis, Senior Lecturer in Education at the University of Warwick, extends that work by providing evidence about the quality of interaction in a setting in which special and mainstream pupils worked regularly together over the school year. This case study highlights the complexity of such contexts and the difficulties in successfully fostering equal and complementary roles. She highlights the sensitivity, but dominance, of the mainstream children when working with special school work partners, who, although actively involed in the interaction, tended to take subservient roles.
The Acquisition of Literacy in Secondary Education
Authors: Lingard Tony
Published: May 2007

Although it is generally believed that secondary students with special needs should be given full access to the secondary curriculum, most literacy specialists claim that regular, specific help is essential for young people with reading and writing difficulties. In a research project undertaken by Tony Lingard, a principal teacher for learning support in a comprehensive school, the effectiveness of an experimental curriculum, which provided such students with daily, individual help in small groups, was compared with alternative post‐Warnock approaches.
Special needs education: an international perspective
Authors: Mittler Peter
Published: May 2007

Professor Peter Mittler, who is retiring from his post at the University of Manchester, considers the global implications of inclusive education.
Integration and interpersonal relations: interactions between disabled children and their non‐disabled peers
Authors: Bayliss Philip
Published: May 2007

The research undertaken by Philip Bayliss, Lecturer in Education at the University of Exeter, uses discourse analysis to interpret the linguistic interactions between students with special educational needs in segregated and integrated settings.
Formative assessment and the improvement of learning
Authors: Black Paul
Published: May 2007

Paul Black, Professor Emeritus at King's College, London and chair of the Task Group on Assessment and Testing (TGAT) from 1987 to 1988, argues that formative testing is undervalued and underdeveloped, and that its use could lead to radical and significant changes in Special Education.
Residential special education for children with severely challenging behaviours: the views of parents
Authors: Robertson Janet , Emerson Erick , Fowler Stephanie , Letchford Samantha , Mason Heidi , Mason Linda , Jones Malcolm
Published: May 2007

Information was collected, through follow‐up interviews with parents, on the impact of residential special education on forty‐four children who attended a behaviourally‐oriented school for children with severe learning disabilities and severely challenging behaviours. Parents noted significant improvements in self care and communication skills and reductions in challenging behaviour during their stay at the school. The majority also noted positive changes since their child left the school, although one in five parents noted a deterioration in challenging behaviour since placement ended. Postiive change at the school was attributed to behavioural programmes, staffing ratios and skills, consistency and intensity. However, since leaving, positive changes were attributed by parents to maturity. Accounts of parents are used to illustrate the variable patterns of overall change seen in the forty‐four children.
‘Knocking on the school door’: pupils in the Netherlands with Down's Syndrome enter regular education
Authors: Scheepstra Annette J.M. , Pijl Sip J. , Nakken Han
Published: May 2007

In the Netherlands in the last decade, the number of pupils with Down's Syndrome integrated into regular schools has been growing. Previously such pupils were referred to special schools, and this research, undertaken by Annette Scheepstra, Sip Jan Pijl, and Professor Han Nakken from the University of Groningen, describes the steps taken by parents to apply for regular education placements; the decision‐making of the school teams; and the differences between these parents and other parents with pupils in regular education.
Do Special Educational Needs courses have any impact on student teachers' perceptions of children with severe learning difficulties?
Authors: Hastings Richard P. , Hewes Alexa , Lock Samantha , Witting Abigail
Published: May 2007

Teachers' perceptions of their pupils are likely to have significant effects on children's performance and self‐concepts. Previous research on expectations of, and attitudes towards, pupils with severe learning difficulties (SLD) has generally shown that teachers perceive such children less positively than nondisabled children. One of the methods that practitioners and researchers have used to influence teachers' perceptions of children with SLD is an education or information‐based approach. In the present study, 100 female student teachers completed questionnaires that measured their attributions, expectations, behavioural intentions and emotional responses to children with SLD. The results showed that there were very few differences in the perceptions of students who had completed the Special Educational Needs (SEN) module of their training course compared with students who had not yet completed the module. However, those students with higher levels of previous contact with children with SLD were generally more positive than those with little or no previous experience. The implications of the present findings for teacher training in SEN are discussed. In addition, methodological implications for research on the evaluation of mainstreaming and other research involving the measurement of teachers' perceptions of children are highlighted.
Accessing further education: views and experiences of FE students with learning difficulties and/or disabilities
Authors: Harrison Joyce
Published: May 2007

This study explores the opinions of FE students with learning difficulties and/or disabilities about their learning needs, their evluation of the support they have received and their views and feelings on whether access to FE has met their expectations. The implications of these findings are considered in terms of developing assessment, teaching and learning within colleges and the wider implications of preparation for work and life‐long learning.
The Optimal Perception of Inflation Persistence is Zero
Authors: Leitemo Kai
Published: May 2007

This study shows that, in an economy with inflation persistence, it is always welfare improving for a central bank that operates under discretion to behave as if there were no inflation persistence. Under reasonable assumptions about inflation persistence, all of the inefficiency associated with discretionary policymaking is then removed.
Optimal Fiscal Policies, Congestion and Over‐entry*
Authors: Chang Juin‐jen , Hung Hsiao‐wen , Shieh Jhy‐yuan , Lai Ching‐chong
Published: May 2007

By shedding light on market imperfections and the congestion of public goods, we show that free entry in a market equilibrium will lead to excessive entry relative to the social optimum. Moreover, by specifying a generalized congestion function, it is also shown that different fiscal policies, including labor income tax, capital income tax and government expenditure, play a distinct role in terms of remedying market distortions. Specifically, optimal income taxes decrease with the degree of market imperfections in order to remove the monopoly inefficiency, while they increase with the degree of congestion in order to remedy the adverse externality caused by congestion distortion. Since a higher degree of increasing returns to an expansion in the variety of intermediate goods is found to intensify the congestion effect of government infrastructure expenditure, the optimal rule of government expenditure proposed by Barro (1990) should be modified.
Differentiation ‐ rhetoric or practice
Authors: Larcombe Tony
Published: May 2007

This article is based on a lecture given at the NARE Easter Course 1987, held at Bishop Grosseteste College, Lincoln
Classroom observation: A powerful tool for teachers?
Authors: BAILEY TERENCE
Published: May 2007

There is a developing interest in classroom observation techniques. Traditional barriers are breaking down as teachers appreciate the need to improve their delivery systems. Terence Bailey has researched the available checklists in this area and produced his own ‘nudge sheet’. This, he acknowledges, is still at a tentative stage and readers are invited to comment. There may well be adaptations that will highlight the needs of children with learning difficulty.
Rethinking roles, rethinking concepts: Special needs teachers in mainstream schools
Authors: DYSON ALAN
Published: May 2007

Readers will be aware that in last August's issue of this journal, Alan Dyson wrote, somewhat provocatively, about the future roles of special educational needs coordinators. This provoked many comments, including a response from Norman Butt and Gordon Malone in our last issue. The debate shows no sign of subsiding. Here Dyson elaborates and refines previous arguments. He goes to the heart of the matter, he asks special needs teachers to compare their present role with that of his model and he provides a step‐by‐step guide for this re‐examination. Those with developing roles are invited to contact him at the School of Education, St Thomas' Street, Newcastle‐upon‐Tyne NE1 7RU in order to share experience.
Finding out
Authors: TURNER MARTIN
Published: May 2007

The events of twelve months ago will still be fresh in many people's minds. From relative obscurity Martin Turner was pitched into the centre of a national controversy. Together with other colleagues he published evidence that suggested there was a significant downward trend in reading standards in primary school children. The accompanying publicity, and indeed hysteria, prompted the then Secretary of State to commission two investigations, both of which have now reported. The heat generated by these events shows little sign of abating. Here Turner elaborates on previous statements, giving reasons for maintaining his position that the purported decline is firmly linked to teaching method and in particular the widespread use of the ‘psycholinguistic’ approach. He also challenges readers to propose an alternative hypothesis. Debates about reading standards are, of course, far from new. Periodically the country agonises about such matters without reaching much conclusion. Meanwhile teachers soldier patiently on. This time, one suspects, the debate is in for a much longer run and may substantially affect practice.
The consequences of motor/learning difficulties for school‐age children and their teachers: Some parental views
Authors: CHESSON ROSEMARY , McKAY CHRISTINA , STEPHENSON ELIZABETH
Published: May 2007

Chesson, McKay and Stephenson look at pupils described as ‘clumsy’ but for whom they use the term motor/learning difficulty, In particular, they are concerned with parental views and attitudes. Their investigations suggest that on the whole they are very supportive of school. Worries emerge, however, as pupils progress to secondary education. The authors present us with some apt recommendations and plead for greater co‐operation at a variety of levels.
Reading Recovery: A solution to all primary school reading problems?
Authors: DOMBEY HENRIETTA
Published: May 2007

We publish here a statement by Henrietta Dombey on behalf of the National Association for the Teaching of English. The statement questions the purported decline in reading standards, particularly where this relates to specific test scores. It goes on to examine whether the Reading Recovery programme offers any spectacular way of raising reading levels. Some of the criticisms of the system are listed. The author then proceeds to offer a number of suggestions for improving standards including a plea for time and money to develop more rigorous classroom practice.
The development of the East Devon Behaviour Support Team
Authors: ELLIOTT KEITH , CARTER MAGGIE
Published: May 2007

Keith Elliott and Maggie Carter look at the various ways of providing for difficult pupils and conclude there are alternatives to expensive residential placements. A scheme to support children in their own primary school is described. The disadvantages, as well as the advantages, are listed. A behaviour support team came into being and its structure is described. A case study is presented along with other evidence. The high success rate of the project clearly merits attention. After a number of years in the doldrums, work in the area of behavioural difficulties appears to be taking on new dimensions, as recent articles in this journal illustrate. We are happy to continue reporting such exciting developments.
Innovatory mainstream practice: What's happening in schools' provision for special needs?
Authors: DYSON ALAN
Published: May 2007

Alan Dyson's analysis of changing roles in special needs, both in this journal and elsewhere, has aroused considerable interest and discussion. Now he moves from speculation to what is actually happening in schools. A trawl of schools and local educational authorities has yielded a mass of data and information on the features of innovatory practice and the characteristics of innovating schools. At this stage the analysis is tentative but nevertheless makes fascinating reading. Readers may, for example, find themselves identifying with an ‘inquiring’ or ‘innovating’ school. The Innovatory Mainstream Practice project at Newcastle is sure to have a profound effect on future provision. Schools still wishing to be part of this investigation should contact Alan Dyson at the School of Education, University of Newcastle upon Tyne, St Thomas' Street, Newcastle upon Tyne NE1 7RU.
Developing roles in the new era
Authors: BINES HAZEL
Published: May 2007

This discussion by Hazel Bines neatly complements the previous article by Alan Dyson. She examines teaching roles in the light of the National Curriculum and makes a number of pertinent observations that, in general, support the Dyson thesis. Carefully she examines the various elements that might constitute a more effective role for special needs teachers and finds these best summarised in the term ‘advocate’. The rigorous thinking of Bines, Dyson and others is taking the debate into new territory.
The role of analogies in reading development
Authors: GOSWAMI USHA
Published: May 2007

Increasingly, the work of Usha Goswami and her colleagues at Cambridge is coming to the attention of teachers. Given the emphasis now accorded to the teaching of phonics in the National Curriculum, some traditional approaches have been resurrected, in spite of the dubious evidence for their effectiveness. The teaching of phonological skills by analogy, advocated by Goswami, is not only fresh but considerably more logical. We can expect to hear more about this technique.
Bullying of children with special needs in mainstream schools
Authors: THOMPSON DAVID , WHITNEY IRENE , SMITH PETER K.
Published: May 2007

In Vol. 7 No. 1 of Support for Learning we reported the initial findings of research into bullying conducted by Peter Smith and his colleagues at Sheffield University. Now, two years on, the team look at the incidence of bullying among children with special needs in mainstream schools. Their research concludes that statemented pupils, on the whole, are more likely to be victimised. General intervention strategies initiated by schools are effective in reducing bullying in this group without the need for specific targeting. We are, nevertheless, left with the worrying thought that this may not be necessarily true for the large number of pupils without statements who suffer some form of learning disability.
Special needs at risk?
Authors: THOMAS GARY
Published: May 2007

Gary Thomas examines the concept of special educational needs, challenging the accepted wisdom of ‘one in five’ pupils. He maintains that while some children will learn more slowly than others it does not follow that they have a ‘learning difficulty’. He goes on to criticise what passes for provision and the level of over‐specialisation in this area which has had the effect of disempowering schools. He concludes that in these circumstances if special needs is at risk this is no bad thing.
The politics of education for all
Authors: BARTON LEN
Published: May 2007

This is an abbreviated version of a paper given by Len Barton at the International Special Education Congress, Birmingham, in April 1995. He addresses the congress theme, ‘Education for All’, from a political perspective, challenging the view that this is achievable through market ideologies. He identifies key questions that force us to examine the politics and power underlying delivery of services to those in need. Any call for a ‘vision’ should be informed by an understanding of such processes.
The weight of the evidence: Parental advocacy and resource allocation to children with statements of special educational need
Authors: GROSS JEAN
Published: May 2007

Although the 1981 and 1993 Education Acts were intended to provide equal access to extra resources for children with identifiable need, the outcomes may not have been as equitable as planned. Jean Gross provides convincing evidence that some forms of statutory procedures favour children whose parents are literate and vocal, at the expense of those who are less well informed or educated. This suggests that local authorities should seriously reconsider their existing procedures.
Inclusive education for preschool children with disabilities
Authors: GREGORY SUSAN P.
Published: May 2007

This article by Susan Gregory reviews the rationale for the inclusion of disabilities in preschool programmes in the United States. Recommendations are given for facilitating this process and a particular project is highlighted.
POSITION and POSSESSION: ASSEMBLAGE VARIATION IN the BRITISH NEOLITHI
Authors: BRADLEY RICHARD
Published: May 2007

Summary:This paper considers the variations among artefact assemblages which developed between about 3000 and 2000 be and argues that they result from the existence of different spheres of exchange separated along hierarchical lines. the main discussion concerns the role of the Grooved Ware assemblage and its relationship with other late Neolithic traditions.
PARALLELS and CONTRASTS IN the BRONZE AGE of the PELOPONNESE
Authors: DICKINSON O. T. P. K.
Published: May 2007

Summary: The provinces of the north‐east Peloponnese, Laconia, and Messenia are chosen for comparison, as likely to have been always the most significant in the Peloponnese. Differences in the observable patterns of site‐distribution are pointed out, which seem to conflict with the models suggested in Bintliff 1977 and to suggest a degree of local variation. the histories of the three provinces through the Bronze Age, so far as they can be outlined, have features in common but can be shown to vary at several significant points, strengthening this suggestion.
A NIGERIAN TIN TRADE IN ANTIQUITY?
Authors: TAYLOR JOHN W.
Published: May 2007

Summary: Eighteen hundred miles due south of Carthage, across the Sahara, lies one of the richest sources of tin in the modern world. Here, the Bauchi region of northern Nigeria contains extensive deposits of alluvial cassiterite. This is a singularly important geological feature, since stream tin, as it is more commonly known, was the only tin ore profitably available in antiquity (Muhly, 1973: 248). This paper, as the title implies, is concerned with the question of whether Carthage received tin from this particular area of West Africa.1 There are certain considerations that suggest such a possibility, but the evidence is tantalizingly nebulous, making answers both inconclusive and speculative.
THE MANUFACTURE of LIME and ITS USES IN the WESTERN ROMAN PROVINCES
Authors: DIX BRIAN
Published: May 2007

Summary: The widespread use of hydraulic lime mortars and concretes was chiefly a Roman development, but, in addition, lime produced by burning calcium carbonate at temperatures between 900°‐1100° C was used in agriculture, tanning and medicine. Cato has described the construction and operation of a periodic lime‐kiln and with the evidence from excavated sites the original process can be reconstructed. For most farming purposes, however, lime was produced in less substantial pits and in above‐ground stacks or clamps.
ERZGEBIRGE TIN: A CLOSER LOOK
Authors: TAYLOR JOHN W.
Published: May 2007

Summary. The publication of Muhly's Copper and Tin in 1973 was an important contribution to the study of the metals trade in antiquity. However, in his section on Central and Eastern European tin ore deposits, he ruled out the possibility, on geological grounds, that the Erzgebirge might be a source of tin ore in the Bronze Age. This paper is not in agreement with this conclusion, and attempts to reinstate the Erzgebirge as a viable source of tin in antiquity.
WARFARE AND ITS AFTERMATH AS REFLECTED IN THE PRECIOUS METAL COINAGE OF BELGIC GAUL
Authors: HASELGROVE COLIN
Published: May 2007

Summary. This paper is concerned with aspects of the Roman Conquest of Belgic Gaul in the first century BC which might be discerned through the study of the precious metal coinages issued by the indigenous inhabitants. Die studies are used as a basis for quantifying the output of the wartime coinages in relation to their predecessors, and the probable impact of the war in terms of the quantities of valuables which were permanently removed from circulation. The continued striking and use of native coinage after the war is also discussed and the material evaluated as a source of information on political arrangements and social conditions in the period preceding the implementation of Augustus’administrative reforms.
SOLDERING ROMAN SILVER PLATE
Authors: LANG JANET , HUGHES MICHAEL J.
Published: May 2007

Summary. Nineteen Roman silver objects, mainly from the British Museum's collection, with traces of solder, were examined by microscopy and analysed by x‐ray fluorescence spectroscopy. The results are discussed in relation to work on soldered objects from earlier periods and to the contemporary literary sources which are reviewed, and the solder recipes listed. Pliny's recipes for stagnum, a solder for silver, and the evidence of soldering techniques provided by later texts are discussed in detail.

Silver‐tin solders and a silver‐mercury solder have been identified for the first time, and predate their first appearance in the literature. Experiments were made with tin and silver‐tin solders and the results are discussed.
FROM PRECOCITY TO INVOLUTION: THE NEOLITHIC OF CORSICA IN ITS WEST MEDITERRANEAN AND FRENCH CONTEXTS
Authors: LEWTHWAITE JAMES
Published: May 2007

The cultural and economic development of neolithic Corsica falls into two periods. Until the early fourth millennium be the rate of innovation is rapid and the range of contacts extensive but thereafter involution sets in. This paradox cannot be explained in terms of static geographic factors. The author suggests a possible solution: the island acted as a transmitter of cultural and economic innovations which were in the long run better adapted to other regions of the Mediterranean. The postglacial paucity of terrestrial resources would have stimulated maritime activity and the selective adoption of the pastoral sector at the inception of the Neolithic but the typically late neolithic pattern of mixed‐farming villages failed to become established: exploitation of the mature deciduous forest of the climatic optimum appears to have been more important.
HYPOCAUST HEATING IN DOMESTIC ROOMS IN ROMAN BRITAIN
Authors: BLACK E. W.
Published: May 2007

The development of hypocausts heating domestic rooms is traced from the late first to the later third century. A category of hypocausta sited adjacent to major rooms and heating them indirectly is referred to in letters of the Younger Pliny and is identified in Romano‐British house plans of the first and second century. The function of domestic rooms with hypocausts and of other rooms in a limited number of houses is discussed.
THE PLACE OF CHRONOLOGICAL STUDIES IN ARCHAEOLOGY A VIEW FROM THE OLD WORLD*
Authors: KRISTIANSEN KRISTIAN
Published: May 2007

This article deals with the univeral problem of chronological versus social change and discusses the methodological foundations and the scientific functions of chronological studies, exemplified by the Nordic Bronze Age, a classic example of the development of a chronological system. First the universal validity of the premises of typology and seriation are questioned. Secondly, there is a discussion of the chronological implications of the many possible relationships between the period of production, the period of use and the period of deposition of artefacts. Thirdly the foundations of chronological change is analysed and finally the place of chronological studies in the research process is discussed.
THE RAW MATERIALS OF EARLY GLASS PRODUCTION
Authors: HENDERSON JULIAN
Published: May 2007

This paper discusses raw materials used in ancient glasses. Following a consideration of some archaeological reasons for studying glass, the discussion concentrates on the evidence provided by chemical analysis of the glass, and focuses on glass from later prehistoric Western Europe. Consideration of the major, minor and trace components of the glass leads to a conclusion that prehistoric glass artisans were able closely to control the addition of small quantities of colorants, opacifiers and clarifiers to the glass melt. Some possible ways of introducing such small quantities of these substances are suggested. A related implication is that glass production in prehistoric Europe was a mainly specialist industry, being part of a ‘high‐status’socio‐economic sphere. When interpreting technical analyses a full consideration of the socio‐economic niche occupied by the glass industry is urged.
PALMETTES ON THE CUIRASS FROMDǎLBOKI
Authors: TAYLOR TIMOTHY
Published: May 2007

The Dǎlboki cuirass was unearthed from a Thracian grave of the fifth century BC over a hundred years ago but only recently has close inspection revealed the presence of three palmette designs traced on its surface. The chronology of this type of cuirass is re‐assessed.
BARNSLEY PARK VILLA; ITS INTERPRETATION AND IMPLICATIONS
Authors: SMITH J.T.
Published: May 2007

The Roman villa at Barnsley Park was interpreted by its excavator as a farm run by a family and a body of workers, its distinctive archaeological features being the division into three yards and the existence of a number of circular structures described as pens. An alternative hypothesis envisages a kin‐group, the ‘pens’ being the houses associated with three farmyards. The three families are presumed to have held and worked the surrounding land in some kind of joint proprietorship. This system became Romanised as a hall‐type villa designed for the occupation of some modified form of the kin‐group.
EARLY USE OF BRASS IN SILVER ALLOYS
Authors: MORTIMER C.
Published: May 2007

Summary. The routine analysis of twenty‐two silver rings revealed that in some Roman rings brass had been added instead of pure copper. These alloys had formed corrosion products during burial, which meant that the results of surface XRF analysis had to be used with caution. Destructive analysis gave accurate interior compositions, which are used in comparisons with similar material from other authors.