bluuebunny/crossref_metadata_2025 huggingface dataset:
CORNEOCYTES IN SCALY PARAKERATOTIC DISEASES
Authors: AMER MOHAMED , MOSTAFA FAWZIA FARAG , TOSSON ZENAB , NASR AWATIF NAGIB
Published: May 2007

Background and Objectives. The stratum corneum of some of the scaly (parakeratotic) diseases was examined with light and scanning electron microscopy (SEM) with the purpose to reveal the importance of this layer in the diagnosis of some of the diseases associated with the formation of scales.

Materials and Methods. Two biopsies of the skin surface were taken: one, obtained from 80 patients with various parakeratotic scaly diseases and from 25 control subjects, was processed for light microscopy; the other biopsy for SEM was taken from 10 control subjects and 25 patients. The diagnoses of these patients were: psoriasis (5 patients), erythrodermic psoriasis (2 subjects), parapsoriasis (5 patients), pityriasis rubra pilaris (5 subjects), pityriasis rosea (3 subjects), and seborrheic dermatitis (5 subjects).

Results. The light microscopic studies showed that normal corneocytes are of polygonal shape with their largest diameter measuring 42 μm; these cells lacked nuclei. All parakeratotic cells appeared bizarre in shape, smaller than normal, and the cells contained a nucleus. With SEM, normal cells appeared relatively regular in size and shape, trabeculated, and had a flat surface. Cells examined in all the diseases revealed various sizes, outlines, and trabeculae. Specific surface patterns (print) of diseased cells were: “fish‐scale” in psoriasis; “marbled” in parapsoriasis, “rocky stone” in pityriasis rubra pilaris; “heart‐shaped” in seborrheic dermatitis, and semi‐crystalloid in pityriasis rosea.

Conclusions. Parakeratosis is characterized not only by the retention of the nucleus in keratinocytes, but is also characterized by a cell of smaller size. The specific print of a disease helps in the diagnosis. The print will change with different stages of a disease.
LETHAL EPIDERMOLYSIS BULLOSA IN BLACK SOUTH AFRICAN NEONATES
Authors: BOTHWELL JANET E.
Published: May 2007

Background. While there have been a number of reports of epidermolysis bullosa (EB) occurring in South African black neonates, the disorder occurs rarely and the electron‐microscopic findings in affected South African patients have not been documented previously.

Methods. All patients with neonatal EB who were biopsied for electron microscopy at the South African Institute for Medical Research between 1986 and 1992 were included in the study. The eight boys and three girls had extensive blistering and all died within the first few months of life.

Results. Nine of the patients showed the features of junctional EB, whereas the remaining two were classified as dystrophic EB. There were no differences in the clinical manifestations between the two categories.

Conclusions. The lethal form of EB in South African black neonates is associated with at least two types of basement membrane defect.
MOLECULAR EPIDEMIOLOGIC ANALYSIS OF JAPANESE PATIENTS WITH MOLLUSCUM CONTAGIOSUM
Authors: YAMASHITA HIROKO , UEMURA TOMOKO , KAWASHIMA MAKOTO
Published: May 2007

Background. Molluscum contagiosum virus (MCV) causes molluscum contagiosum (MC) in both children and adults. Recent studies have revealed that the DNA of MCV can be classified into two major types by restriction enzyme cleavage patterns; however, the relationship between MCV types and the clinical features has not been fully understood. Our study was conducted to examine whether there are geographic differences in the incidence of MCV types and whether a correlation exists between MCV types and the age, sex, and clinical status of the patients.

Methods. Specimens were obtained from 171 Japanese patients. The total DNA was extracted and digested with the restriction enzymes, BamH I, Hind III, and Cla I, respectively. Specimens were then electrophoresed in agarose gels. The gels were stained with ethidium bromide and photographs were taken under transillumination.

Results. Six different cleavage patterns were observed; they were classified into two major types, MCV 1 and MCV 2, consisting of two MCV 1‐variants, and MCV 2 prototype, and three MCV 2‐variants. The ratio of MCV 1 to MCV 2 was 13:1. Mcv 1 was commonly detected in children (98%) and adult Women (92%). MCV 2 was more frequently isolated from adult men (44%) and from patients with human Immunodeficiency virus (HIV) infection (75%).

Conclusion. MCV types found in Japanese children and adult women were predominantly MCV 1 and less frequently MCV 2. This pattern is similar to that observed in European countries and Australia, suggesting a high frequency and World‐wide distribution of MCV 1. The higher incidence of MCV 2 among adult men and HIV‐positive patients may indicate that transmission routes of MCV 1 and MCV 2 is somewhat different of which the latter may be in part by sexual contact.
EVALUATION OF CUTANEOUS REACTIVITY TO RECENTLY MARKETED DERMATOLOGIC PRODUCTS
Authors: SHEEANSKI MORRIS V. , PHILLIPS SCOTT B. , POTTS CATHERINE E.
Published: May 2007

Background. Reports of purported sensitization reactions to widely used prescription dermatologicals have raised questions concerning the clinical significance of these reports. The current study was designed to compare irritant and sensitization potentials of such marketed products and to evaluate the risks involved in their usage.

Methods. One hundred and eight healthy adult volunteers were evaluated for primary irritation and hypersensitivity following application under a double‐blind paradigm of eight leading prescription dermatologic products and the vehicle cream of one product according to an intensified version of the Shelanski and Shelanski “Repeated Insult Patch Test.”

Results. No clinically significant irritant or sensitization reactions were associated with applications of topical formulations containing clobetasol propionate, doxepin hydrochloride, metronidazole, mupirocin, oxiconazole nitrate, and terbinafine hydrochloride. The doxepin hydrochloride cream vehicle was also found to be nonirritating and nonsensitizing. Both calcipotriene and ketoconazole were moderate irritants and possible sensitization reactions were also associated with ketoconazole.

Conclusion. Although every topically applied chemical has the potential to cause an adverse response in some individuals, the data obtained in this study for eight commercially available prescription dermatologic products indicate that most are quite safe and have very low risks of clinically significant irritation or sensitization.
SKIN DISEASE AND SOCIOECONOMIC CONDITIONS IN RURAL AFRICA: TANZANIA
Authors: GIBBS SAM
Published: May 2007

Background. Many skin diseases in developing countries are associated with socioeconomic factors. It is generally agreed that a public health approach to dermatology in this setting is particularly appropriate; but, there has been little epidemiologic research done to examine which particular socioeconomic factors are important determinants of the prevalence of skin disease. This is especially true in sub‐Saharan Africa.

Methods. A survey of two villages in Ngara district, North West Tanzania, involved 254 randomly selected households using a questionnaire, measurements of houses and water quality, and examination of the skin of 1114 household members.

Results. Significant skin disease was encountered in 300 individuals (26.9%). Transmissible diseases comprised the bulk of skin disease (73.9%) with younger age groups being affected most. Socioeconomic conditions were poor, with low quality, crowded housing, low levels of literacy, unsatisfactory water sources, and few households with a regular cash income. Household density was significantly associated with transmissible skin disease. Other indicators of poverty (e.g., no regular cash income and illiteracy) did not correlate with the prevalence of skin disease.

Conclusions. Skin disease was highly prevalent in the villages surveyed, especially transmissible diseases in the younger age groups. Household density was the only socio‐economic factor significantly associated with skin disease. Reduction of household density is an attainable intervention that could reduce the prevalence of skin disease in rural African populations. Simple studies like this one should be the first step in community dermatology, assessing the burden of skin disease in communities and looking for particular factors with which public health interventions could effectively reduce the prevalence of skin disease.
An Empirical Analysis of Triple Bottom‐Line Reporting and its Determinants: Evidence from the United States and Japan
Authors: Jennifer Ho Li‐Chin , Taylor Martin E.
Published: May 2007

This paper investigates triple bottom‐line (TBL) disclosures of 50 of the largest US and Japanese companies. Twenty disclosure criteria were developed for each of the TBL disclosure areas: economic, social, and environmental. Disclosure information was examined in annual reports, stand‐alone reports, and special website reports.

Regression analysis was used to examine empirically the determinants of TBL disclosure practice. Our results indicate that, for total TBL disclosure (combining economic, social, and environmental categories), the extent of reporting is higher for firms with larger size, lower profitability, lower liquidity, and for firms with membership in the manufacturing industry. Further analysis indicates that the results for the total TBL disclosure are primarily driven by non‐economic disclosures. We also find that the extent of overall TBL reporting is higher for Japanese firms, with environmental disclosure being the key driver. This result could be attributed to the differences in national cultures, the regulatory environment, and other institutional factors between the United States and Japan.
Grader Bias in Cattle Markets? Evidence from Iowa
Authors: Hueth Brent , Marcoul Philippe , Lawrence John
Published: May 2007

Live cattle are increasingly priced as an explicit function of U.S. Department of Agriculture yield and quality grades. Human graders visually inspect each slaughtered carcass and call grades in a matter of seconds as the carcass passes on a moving trolley. We examine whether there is systematic bias in grade calls using a sample of loads delivered to three different midwestern packing plants during 2000–2002. Overall, results indicate that indeed there is a bias, and that grading standards vary significantly across packing plants. Results also are consistent with a behavioral model where graders are more accurate when grading relatively low‐quality carcasses.
FIRMS’ CHARACTERISTIC AND EQUILIBRIUM WITH TRADEABLE PERMITS MARKET*
Authors: JOUVET PIERRE‐ANDRÉ , MICHEL PHILIPPE , ROTILLON GILLES
Published: May 2007

We study, in a simple model, the partial equilibrium of an industry with n firms endowed by different Cobb‐Douglas technologies which have different pollution effects. The price of input (labour) and the demand curve to the industry are given. Pollution is restricted by a tradeable market of permits in the industry. Each firm is characterised by a parameter combining production efficiency and pollution effect, its e‐characteristic. The equilibrium depends mainly on these e‐characteristics which are linked to the performance of the technologies. In the long run performances are defined per unit of capital. Last, we analyse the consequences of permits’ allocations on the profitability of the firms.
IDENTIFYING INTERDEPENDENCIES BETWEEN SOUTH‐EAST ASIAN STOCK MARKETS: A NON‐LINEAR APPROACH
Authors: HENRY ÓLAN T. , OLEKALNS NILSS , LAKSHMAN RAJITH W.D.
Published: May 2007

This paper considers the question of how shocks to returns are transmitted across South‐East Asian equity markets. Using a reasonably general statistical model our results suggest that a negative‐return innovation leads to higher levels of domestic volatility than a positive innovation of equal magnitude. There is strong evidence that returns shocks are transmitted across markets, impacting not only on prices, but also on volatility. Any shock, positive or negative, serves to raise volatility.
A New Deal or Dashed Hopes?.
Authors: Bookbinder Geoffrey
Published: May 2007

A discordant view of the Education Act about to come into effect next month is voiced educational psychologist, City of Salford Education Department, and part time tutor, Open University Course ‘Soecial Educational Needs’
Attitudes to Education in a Paediatric Renal Unit
Authors: Cross Janet
Published: May 2007

The effects of renal failure on children are outlined and current research findings relevant to the physical and psychological effects of the handicap are summarised. the application of a survey of attitudes within a paediatric renal unit are presented and the results discussed in relation to the learning difficulties arising from this condition.

Among the points to arise strongly were, first, that the patients as a group have problems arising from their chronic illness which enforces repeated hospital admissions, often from an early age. Some problems may be circumvented by a programme of early intervention for the very young renal patient. Secondly, for the older pupils, there was a need for an education programme which centred on their social needs. Finally, a programme for the schools should be initiated by the staff of the renal unit to educate the teachers responsible for the renal patients and their peer group in the nature and effects of renal disease.
Research Supplement: The Prospects on Leaving School for the Mildly Mentally Handicapped
Authors: May David , Hughes David
Published: May 2007

Dr David May is senior lecturer in sociology and Dr David Hughes is a research fellow in the Department of Psychiatry, Dundee University. They present results of a three‐year study of the post‐school experiences of young people from special schools and units for pupils with moderate learning difficulties, in one Scottish region. The research was supported by a grant from the Chief Scientist's Office of the Scottish Home and Health Department.
Units in Ordinary Schools ‐ A Step Forward
Authors: Selfe Lorna , Gray Peter
Published: May 2007

A well planned, well resourced unit system can be a stepping stone to the full integration of children with special educational needs, write Dr Lorna Selfe, educational psychologist, Hereford and Worcester Education Department, and Peter Gray, educational psychologist previously with Hereford and Worcester and now on the staff of the London Borough of Barking and Dagenham.
Parental Perceptions and the 1981 Education Act
Authors: Sandow S.A. , Stafford P.
Published: May 2007

Parents of children assessed for special educational needs were interviewed in two London Boroughs. The results, highly relevant to the current issues of integration and parental participation, are discussed by Dr Sarah Sandow, principal lecturer in the Education Department, West London Institute of Higher Education, and research assistant, Penny Stafford.
Pupils' Attitudes to Integration
Authors: Lynas Wendy
Published: May 2007

In this article, Dr Wendy Lynas, lecturer in the education of the deaf, Manchester University, describes some of the findings of her investigation into the integration of 50 hearing impaired pupils in ordinary schools in Greater Manchester.
Lessons from the First World War
Authors: Jeffreys June
Published: May 2007

The challenge of introducing drama to 15 and 16 year old boys with moderate learning difficulties and behaviour problems was taken up, with encouraging success, by June Jeffreys, teacher of lower ability boys at a school on Merseyside.
Reducing Jason's Disruptive Behaviour
Authors: Ellis Sian , Blake Carole
Published: May 2007

Sian Ellis, teacher in charge, and Carole Blake, support teacher, Tower Hamlets School Support Team, describe their five‐point procedure for reducing the disruptive behaviour of a six‐year‐old boy in a London primary school. The Tower Hamlets School Support Team, set up in 1979 as part of the Inner London Education Authority's response to disruptive behaviour, consists of 12 teachers, a teacher in charge, an educational psychologist, a senior education welfare officer and a clerical officer. The team uses a theoretical analysis and model of work based on those developed by David Lane and his colleagues at the Islington Educational Guidance Centre.
Two Effective Approaches for Helping Poor Readers
Authors: Burdett Linda
Published: May 2007

Until her recent return to this country, the author was teaching consultant at Watchdog, an organisation for early intervention with developmentally delayed children in Hong Kong. This is an account of the project she undertook for the M.Ed. (Special Education) degree at Hong Kong University. She is now teaching at John Ball School, Blackheath, London.
Preparing for Collaborative Working
Authors: David Rachel , Smith Beryl
Published: May 2007

It is generally acknowledged that interdisciplinary collaboration is essential in the management of children with special educational needs. Ways in which professionals may be prepared for this responsibility have not received much consideration. This article is the first in the Supplement to report a project at the undergraduate stage, for two professions: teachers and speech therapists. Dr Beryl Smith, an educational psychologist, teaches at Westhill College; Dr Rachel David, a speech therapist, teaches on the speech therapy course at the City of Birmingham Polytechnic.
Barasley Responds to the 1981 Act
Authors: Conway Jim , Hepworth Roy
Published: May 2007

Findings from the countrywide study of how local education authorities have been implementing the 1981 Education Act, given in the preceding pages, are complemented by this case study of one LEA's response to the Act. Jim Conway, adviser, special educational needs, and Roy Hepworth, assistant education officer, Metropolitan District of Barnsley, also refer to some of the issues raised by Professor Wedell and his coauthors, including the definition of ‘special educational needs’, the way the term is being interpreted, and the continuing emphasis on within‐child factors.
Structured Management and Autism
Authors: Randall Peter E. , Gibb Charles
Published: May 2007

The authors are educational psychologists in the Schools' Psychological Service, Hull. They compare two forms of intervention with a three‐year‐old who presented with severe autistic behaviour and absence of expressive language. The first intervention sought to stimulate development through play and immediate pleasant adult contact. The second applied behavioural techniques to specific problems at home and at school.
Sex Education for Pupils with Severe Learning Difficulties
Authors: Giles Karen
Published: May 2007

This article is based on the dissertation for the degree of B.Ed. (Honours) awarded by Birmingham University in July 1986 to the author when she was a student at Westhill College, Birmingham. Karen Giles is now teaching at Rosemary School, Islington, in the Inner London Education Authority.
Exercises in Integration
Authors: Evans Bob , Simmons Katy
Published: May 2007

Questions about joint physical education activities between ordinary and special schools have still to be answered, particularly about the differing attitudes of boys and girls. Previous research in this journal and elsewhere has referred to sex differences in attitudes and interaction. Bob Evans, head of physical education, at Lawn Upton School, Oxford, and Dr Katy Simmons, senior lecturer, Faculty of Educational Studies, Oxford Polytechnic, describe a joint project and look further at attitudes and other issues which arise.
Using Computers in Further Education
Authors: Fowler Peter
Published: May 2007

When the computer is introduced into the integrated courses like TVEI and CPVE it must not be allowed to interfere with their aims and approach to learning writes Peter Fowler, special educational needs coordinator, Microelectronics Education Support Unit.
Access to the Mainstream
Authors: Lysley Andrew
Published: May 2007

Andrew Lysley, information officer at the ACE Centre (MESU), Ormerod School, Headington, Oxford describes recent developments in computers, computerised aids and programs which help children with cerebral palsy to take their place in mainstream schools.
A Comparison of Pre‐Verbal Communication at Home and at School
Authors: Buchanan Helen
Published: May 2007

This study of pre‐verbal communication in four young children with severe learning difficulties compares the nature and function of their communications at home and at school. The author teaches at Quince Tree School, Tamworth. The article is based on work carried out in part fulfillment of a B.Ed (Hons.) degree when she was a student at Westhill College, Birmingham.
Telling Stories to Encourage Language
Authors: Swinson Jeremy , Ellis Chris
Published: May 2007

Is regular story telling to individual children a more effective way of improving their language development than an objectives‐based approach with the teaching of specific skills, as the authors suggest? This is one of the questions raised in this small study by Jeremy Swinson, senior educational psychologist, Liverpool, and Chris Ellis, senior educational psychologist, West Sussex.
Flexibility in the National Curriculum
Authors: Fodham Deirdre
Published: May 2007

The following contribution on the National Curriculum comes from Deirdre Fordham, Assistant Secretary, Special Education Division, Department of Education and Science, and is based on her speech to the NCSE annual conference in Birmingham in March. The full text will be published shortly in the conference report.
Responding to Individual Needs
Authors: Ainscow Mel
Published: May 2007

Mel Ainscow, tutor in special educational needs, Cambridge Institute of Education, suggests ways in which the curriculum can be made more responsive to the needs of individual pupils and to a whole‐school approach.
Towards Level 1: Reality or Illusion?
Authors: Emblem Bernard , Conti‐Ramsden Gina
Published: May 2007

‘Working towards Level 1’ has becomes a familiar phrase since teachers of children with severe learning difficulties have begun planning access to the National Curriculum for their pupils. ‘Is this a reality or illusion?’ ask Bernard Emblem and Dr Gina Conti‐Ramsden, Centre for Educational Guidance and Special Needs, Manchester University.
Questions of Assessment
Authors: Wedell Klaus
Published: May 2007

Using SATs in their present form meets the requirements neither of individual assessment nor of the monitoring of standards, writes Professor Klaus Wedell, Department of Educational Psychology and Special Educational Needs, Institute of Education, London University.
Word Processing for All
Authors: Abbott Chris
Published: May 2007

Chris Abbott, deputy director of ILECC in London, writes about recent developments in software for word processors which should be helpful to pupils with learning difficulties.
Children with Special Educational Needs: Parents' Knowledge of Procedures and Provisions
Authors: McCarthy Terry
Published: May 2007

The author carried out an investigation in Sheffield in 1989, when he was a student nurse (RNMH). He addressed a questionnaire to parents of children with learning difficulties, concerning their knowledge of the procedures for issuing statements of special educational needs, their communications with teachers and other professionals and their attitudes towards integration in mainstream schools.
Assessing Integration at Patcham House
Authors: Jacklin Angela , Lacey Jeanne
Published: May 2007

Since 1983, both teachers and medical staff at Patcham House School in East Sussex have been following a policy of integration. Angela Jacklin, formerly class teacher, now lecturer in education, Sussex University, and Jeanne Lacey, senior physiotherapist at the school, describe the way the school's methods of integration developed, and the outcomes of their programme of evaluation and research.
The Living Your Life Programme
Authors: Craft Ann
Published: May 2007

Sex education for students with severe learning difficulties has received relatively little emphasis in the past. Dr Ann Craft, Department of Mental Handicap, Nottingham University Medical School, describes a curriculum development project designed to extend the teaching materials previously available.
Meeting Primary Needs
Authors: Hunt Maggie
Published: May 2007

A primary school's approach to differentiation is described by Maggie Hunt, head of Oliver's Battery School, Winchester. She sees the commitment and enthusiasm of pupils, school staff and local authority support services as important factors for success.
Getting in on the Act
Authors: Vevers Paul
Published: May 2007

The eagerly awaited report of the Audit Commission and HM Inspectorate on the working of the 1981 Education Act was published on June 25. Paul Vevers, co‐author of the report and senior manager with the Audit Commission, analyses the deficiencies and summarises the report's recommendations for changes in legislation and practice.
Virtual Reality, Virtually Unlimited
Authors: Brown David
Published: May 2007

Describes ‘virtual reality’, a technological advance which promises benefits for pupils with severe learning difficulties and other special needs.
Specific Learning Difficulties (Dyslexia): Equal Opportunities Issues
Authors: Cline Tony , Reason Rea
Published: May 2007

Their article raises important questions concerning the lack of attention to issues of equal opportunity in the literature on specific learning difficulties. The authors identify five objectives for professional practice and research.
Developing Braille Reading Skills
Authors: Bozic Nick , McCall Steve
Published: May 2007

Nick Bozic, RNIB research fellow, and Steve McCall, lecturer in education (visual impairment), both at Birmingham University, review the software that can be used with microcomputers in order to support the teaching of braille reading skills to blind children. They confine their analysis to software for microcomputers commonly used by children with visual impairments: BBC, Nimbus, PC and Archimedes machines.
Confused and Ill Equipped?
Authors: Scott Lorna
Published: May 2007

In 1992, the Advisory Centre for Education (ACE) set up an inquiry into the support and training available to governing bodies of mainstream schools in the area of special educational needs, and the consideration given by governors to these issues. The findings of the inquiry, by ACE's researcher Lorna Scott, show that such support is usually minimal or non‐existent, that governing bodies and governors are confused about their role in this area and that school policies on special needs are thin on the ground.
OFSTED Prepares for Special Inspections
Authors: Chorley Diane
Published: May 2007

The new independent system of inspecting schools began three months ago with secondary schools. In September 1994 inspections of primary and special schools will begin too. Diane Chorley, head, special educational needs, OFSTED, describes the arrangements made so far for inspecting provision for pupils with special educational needs.
A question of attitudes: integrating children with disabilities into regular classrooms?
Authors: Ward James , Center Yola , Bochner Sandra
Published: May 2007

With a view to establishing if there might be a consensus in favour of mainstreaming (the integration of children with disabilities into regular classrooms), attitudinal data from six groups of educationists were summarised by the three authors. There appeared to be considerable variability both within and between these groups in terms of the extent to which such placements were considered appropriate. Also, attitudes differed markedly according to the nature of the presenting disability or difficulty. The data are discussed with reference to information obtained concurrently and other research. Emeritus Professor James Ward was foundation director of the Centre for Research into Special Education and Rehabilitation, Macquarie University, and is now adjunct professor of psychology at Bond University. Dr Yola Center is senior lecturer and Dr Sandra Bochner is associate professor, School of Education, Macquarie University, New South Wales, Australia.
Multiple Policy Innovations: the impact on special educational needs provision
Authors: Brown Sally
Published: May 2007

Sally Brown, Professor of Education at the University of Stirling and the new Chairperson of the Editorial Board of BJSE, has based this article on her keynote address to the Joint Conferences of the Scottish Support for Learning Association and NASEN on 23rd April 1994.
Special links? Partners in provision? Collaboration between ordinary and special schools
Authors: Fletcher‐Campbell Felicity
Published: May 2007

Link arrangements between special and ordinary schools can provide a base for the full‐ or part‐time integration of pupils with special educational needs and encourage the exchange of those ideas which lead to mutually beneficial curriculum development. A recent research project at the National Foundation for Educational Research has surveyed the current situation. Felicity Fletcher‐Campbell, a Senior Research Officer at the NFER, outlines some of the findings and addresses some of the issue arising.
Time taken to complete Assessments and make Statements: does the nature of SEN matter and will the new Legislation make a difference?
Authors: Male Dawn
Published: May 2007

Dawn Male (a lecturer in the education and psychology of children with special needs at the Institute of Education, University of London, and an educational psychologist) considers how the nature of the SEN displayed results in varying completion times for assessments and the issuing of statements, and asks whether the new arrangements introduced by the 1993 Education Act will make any difference.
The Code of Practice in schools: learning from Recording of Achievement
Authors: Richmond Robin C.
Published: May 2007

The debate about the Government's Code of Practice on the Identification and Assessment of Special Educational Needs has largely been concerned with procedural matters and resource implications, and not about developing appropriate teaching and learning responses to children with special needs. Robin Richmond (formerly a Senior LEA Inspector for SEN, now a Registered Inspector and Educational Consultant) argues that the process of Recording of Achievement has much in common with, and can inform, the school based stages of assessment in the Code of Practice. Recording of Achievement is an approach to assessment which recognises individual achievement, and in the process, identifies individual learning needs, and involves the learner in reviewing progress and setting new targets. It is, like all effective special education, child centered.
Feeling Different: Viewpoints of Students with Special Educational Needs
Authors: Wade Barrie , Moore Maggie
Published: May 2007

Barrie Wade (Reader in English in Education, in the School of Education, The University of Birmingham) and Maggie Moore (Senior Lecturer at Newman College, Birmingham) focus on ways in which students with special educational needs perceive themselves. They have discovered that a significant number of a cross‐cultural sample, most of whom are denied school responsibilities, felt inadequate compared with their peers. It appears that more consultation, with serious implications for school policies, is necessary to lessen feelings of difference.
Discouraged Children: when praise does not help
Authors: Hanko Gerda
Published: May 2007

Teachers are now legally required to provide effective education for the ‘more difficult‐to‐teach’ children, and both the 1994 Code of Practice and the DfE circulars on Pupils with Problems stress ‘teacher enablement’ as an element in whole‐school development policies. Gerda Hanko, author and SEN staff development tutor, examines the kind of in‐service provision appropriate to the needs of ‘discouraged children’, who are not motivated by praise.
Restructuring Reform: choice and change in special education
Authors: Rayner Steve
Published: May 2007

Steve Rayner, Lecturer in Special Education in the School of Education at The University of Birmingham and formerly head of a residential school for pupils with emotional and behavioural difficulties, argues for a proactive response to educational reform in the management of special education. The action of choice and change is perceived as not only necessary for institutional survival but also as an opportunity for educational renewal and a revised definition of special educational need.
Bullying and the Child who Stammers
Authors: Mooney Sibhan , Smith Peter K.
Published: May 2007

Siobhan A. Mooney and Professor Peter K. Smith, of the Department of Psychology at the University of Sheffield, report that dysfluent children are often shy and lacking in confidence and may face a constant stream of difficulties, especially in school. Their studies indicate that children who stammer may experience a high degree of bullying and that the detrimental effects (which may continue into adulthood) require intervention.
Examination Results of Visually Impaired Students
Authors: Dunkerton John
Published: May 2007

The research undertaken by John Dunkerton, Senior Teacher at Exhall Grange School in Coventry, provides important statistical evidence about the achievements of visually impaired students in GCSE and A‐level examinations.
UK: The changing image of charity advertising
Authors: Corbett Jenny , Ralph Sue
Published: May 2007

Jenny Corbett, Lecturer in Special Education at the University of East London, and Sue Ralph, Lecturer in Education and the Mass Media at The University of Manchester, consider ways in which Mencap, a British charity created to give help to people with learning disabilities and their families, has changed its image. The tensions between the need to sell an image which attracts financial support and the campaign for equal rights and dignity are also explored.
West Indies: Effective teachers: views and actions of Caribbean special education teachers in training
Authors: Hall Winnifred M. , Dixon Mary
Published: May 2007

Winnifred M. Hall (Faculty of Education, the University of the West Indies, Jamaica) and Mary Dixon (Department of Special Education, Mico College, Kingston, Jamaica) consider the views of Caribbean special‐education teacher‐trainees on the characteristics of effective teachers; examine their patterns of interaction during practice; and suggest revisions to the structure and content of their training programmes.
Educators' beliefs about inclusive practices in Western Australia
Authors: Forlin Chris
Published: May 2007

This paper addresses the issue of principals' and teachers' beliefs about the inclusion of students with a disability into regular classrooms. It reports the results of research undertaken in education support centres and regular primary schools in Western Australia. The implications of educators' beliefs for their commitment towards inclusive practices form the basis of the discussion.
Parental preference and its impact upon a market force approach to special education
Authors: Knill Bernadette , Humphreys Keith
Published: May 2007

Bernadette Knill (Deputy Head Teacher, Carisbrooke School, Middlesbrough) and Keith Humphreys (Principal Lecturer, Special Educational Needs Resource Centre, University of Northumbria) consider the influence of parental preference upon education in general, and special education in particular.
Professional development to meet special educational needs
Authors: Miller Olga , Garner Malcolm
Published: May 2007

March this year saw the publication of the first report for more than ten years to address key issues concerning the initial training, induction and continuing professional development of teachers with responsibilities for pupils with special educational needs. Entitled Professional Development to Meet Special Educational Needs the Report has been produced by a working party of the Special Educational Needs Training Consortium (SENTC) and funded by the Department for Education and Employment.

Olga Miller, Chair, and Malcolm Garner, Secretary, of the Consortium, chart the development of SENTC, summarise the Report and, from its recommendations, identify future options for sustainable teacher training and development in relation to pupils with special educational needs.
The Code of Practice in practice
Authors: Rankin Philip , Rees‐Davies Neil
Published: May 2007

Philip Rankin, Head teacher, and Neil Rees‐Davies, formerly Deputy head, of St. Thomas' School for children with complex learning needs, describe the development of procedures designed to assess, and to make provision for, their pupils' needs in response to the Code of Practice.
Controlling the urge to control: An ecosystemic approach to problem behaviour in schools
Authors: COOPER PAUL , UPTON GRAHAM
Published: May 2007

After many years a serious challenge to behavioural approaches in the treatment of pupils with emotional and behavioural difficulties has begun to emerge. This comes from those who support a systems approach – a focus not so much on the individual but on the dysfunctions of the school and general environment. Cooper and Upton use the term ecosystemic to describe this. They dispute previous emphases on simple patterns of lineal causation and propose an intervention strategy that enables the needs of all participants to be met. This argument, of course, amounts to a serious criticism of some of the Elton Report recommendations. It should be read not only by those with a specific responsibility for dealing with behavioural difficulties but by all interested in the pastoral care of pupils.
Support teaching in a comprehensive school: Some reflections on recent experience
Authors: BEST RON
Published: May 2007

For two terms Ron Best largely forsook the attractions of higher education in order to gain further experience in schools. This consisted of work as a support teacher, or ‘floater’, in a Havering comprehensive school. During this time he kept a diary and extensive notes which provide the basis of the impressions and arguments contained in this article. He comes to some conclusions about the effectiveness of this strategy which neatly complement the experiences of others that have found their way onto the pages of this journal. Sufficient models now abound for a comprehensive manual on support teaching to be produced. Perhaps some reader will take note?
Raising reading standards: The reader‐leader scheme
Authors: THOMPSON PETER
Published: May 2007

In this article, Peter Thompson introduces us to his reader‐leader scheme. This, basically, is a combination of parental involvement and peer‐tutoring in the teaching of reading. Thompson gives us indications as to how this might be best organised and the encouraging results obtained in his school over a substantial number of years. A publication entitled The Reader‐Leader Scheme giving more details is available from him at Wheatcroft CP School, Holbeck Hill, Scarborough, North Yorkshire YO11 3BW.
Reading assessment for teachers: The RATpack course and materials
Authors: COOPER MARY , TOOMBS STEPHEN , PARKER RICHARD
Published: May 2007

Starting from a demand for some INSET courses on reading assessment and intervention, the authors conceived a package of ideas and materials. Some indication of the content and direction of the sessions is given. The evaluations are honest and generally favourable. Readers wishing to know more about RATpack can contact Advisory Services, Education Department, County Hall, Trowbridge, Wiltshire BA14 8JB.
A school‐based action research project on truancy: Within‐school factors
Authors: PASTERNICKI GEORGE , WAKEFIELD DAWN , ROBERTSON JULIE , EDWARDS LESLEY
Published: May 2007

The publication of the government White Paper Choice and Diversity has drawn attention to the problems of truancy. George Pasternicki and his colleagues have been deeply involved with this issue for some time. Here they examine a 14–18 college that has taken important steps to identify and rectify the problem. An interesting list of suggestions emerges from this investigation. We will undoubtedly be hearing more about truancy as the publication of attendance figures reaches a wider audience.
Behavioural support teaching: Points to ponder
Authors: RENNIE EWEN
Published: May 2007

Ewen Rennie takes us through some key questions in relation to behavioural support teaching. In setting up such provision in schools he identifies six areas for consideration. As the effect of delegated budgets begins to bite, this kind of service will find itself weighed against other priorities. One would hope that financial pressure will not eliminate the very sound practices that have evolved in the recent past.
The ‘Trojan horse’ of integration
Authors: McGREGOR JEAN
Published: May 2007

Jean McGregor was privileged to visit Greece as part of a European Community initiative. The particular orientation of this visit was the integration of handicapped pupils. Jean McGregor sets this against the rich historical background of the country and examines particular developments at primary school level. A comparison is drawn with provision in the United Kingdom and she notes that strenuous attempts must be made in both countries to resist the marginalisation of such pupils.
Changing teachers through telling stories
Authors: CLARK CATHERINE
Published: May 2007

In Volume 7 Number 2 of this journal Mel Ainscow and Susan Hart introduced us to collaborative training. Here Catherine Clark takes this further and describes the specific technique of teacher narrative. She illustrates this with an example deployed on a course for teachers concerned with special educational needs. Her conclusion is that, in contemporary circumstances, course leaders will need to shift their focus from straightforward information dissemination to that of equal partnership.
Coping with mathematics in the National Curriculum: Pupil strategies and teacher responses
Authors: DANIELS HARRY
Published: May 2007

Harry Daniels examines a recent HMI report on the teaching of mathematics and notes the particular confusion in teaching the National Curriculum to children with learning difficulties. Anxious teachers, he posits, are falling back on old and dubious techniques. Examples of this are given. He argues for a greater understanding of the process of arriving at answers rather than the outcome itself. He advocates ‘reciprocal teaching’ and ‘instructional dialogues’ as a means of introducing children to the mathematical culture of the teacher.
Exclusions: The challenge to schools
Authors: GARNER PHILIP
Published: May 2007

Since the discussion paper of last autumn and the likely legal effects emanating from the new Education Act, exclusion of pupils has moved from what Philip Garner describes as a ‘shadowland’ into the full light of day. Garner examines the dilemmas and challenges posed to schools, focusing on the discussion paper as the basis for his arguments. He identifies nine challenges for professionals and concludes that the present procedures appear to subvert, rather than support, the concept of an integrated approach to student difficulties. This issue is likely to continue to receive maximum publicity as schools come to grips with image and marketing.
Towards pupils' self‐image enhancement: The EASI teaching programme
Authors: CHARLTON TONY , HUNT JOHN
Published: May 2007

Tony Charlton and John Hunt focus on effects of teachers' verbal and non‐verbal behaviours upon pupils' self‐image and academic performance. They evaluate outcomes of the Enhancement Approaches to the Self‐Image teaching programme upon student teachers' classroom behaviour. Results hint at ways in which facets of the teaching process can be orchestrated to enhance pupils' self‐image.
Co‐operative group work and the development of metadiscoursal skills
Authors: HARDMAN FRANK , BEVERTON SUE
Published: May 2007

The concept of metacognition and what it has to offer in practical terms for teachers is slowly gaining ground. Its application in the teaching of reading has been explored elsewhere but here Frank Hardman and Sue Beverton argue that this should be applied to the talk processes. For this purpose they coin the term ‘metadiscoursal’. Their preliminary research leads them to propose that there should be a move away from whole‐class teaching and teacher domination of discourse.
Teaching positive behaviour to behaviourally disordered students in primary schools
Authors: ROGERS BILL
Published: May 2007

Bill Rogers has written for us before. He is an Australian who makes regular visits to this country to run workshops on behaviour management for teachers. His style is always humorous and entertaining and demonstrates an acute insight into pupils' problems. Here he looks at behavioural difficulties in the primary school and offers some interesting techniques for encouraging children to ‘own’ their personal behaviour.
Teachers' supportive roles in a secondary school: A case study and discussion
Authors: BEST RON
Published: May 2007

Ron Best reports on the findings of a case study of support for pupils in a compre‐hensive school. He focuses on teachers' perspectives of children's needs and changes in their own caring roles. He notes the very wide range of difficult cases that teachers are now expected to respond to and the fears that existing support will be diminished. This also highlights the need for us to know more about how pastoral, behavioural and academic support may be more effectively integrated.
Some mental notes on mental addition
Authors: MACLELLAN EFFIE
Published: May 2007

Popular descriptions of how children secure the answers to addition operations, according to Effie Maclellan, may be contributing to confused thinking. Distinctions appear to be made between adding ‘on paper’, ‘with a calculator’ and ‘with concrete materials’. The author maintains that such distinctions are real only in the sense that they distinguish between the trappings of addition. This may well be deflecting us from the more essential issue, which is the nature of the mental strategies children use when adding.
Getting your message across: Tips on planning and delivering an effective INSET talk
Authors: FOULKES SUSAN J.
Published: May 2007

Susan Foulkes provides us with some very straightforward and sensible advice about presenting a talk to other professionals. Increasingly, teachers are finding themselves in the position of making presentations to colleagues as part of professional development in schools. Susan's tips will be invaluable in such circumstances.
Education for all: Making it happen
Authors: AINSCOW MEL
Published: May 2007

This is the keynote address given at the International Special Education Congress held at Birmingham last Easter. Mel Ainscow contrasts this congress with its predecessor at Cardiff and notes the massive shifts in thinking that have taken place since. He addresses two principal questions relating to the ways in which teachers can be helped to organise their classrooms and how schools can be restructured to support them in these efforts. This is a detailed and comprehensive survey and it set the tone for a highly successful gathering.
Raising the achievements of pupils with special educational needs
Authors: DAVIE RON
Published: May 2007

Ron Davie undertakes a wide‐ranging review of special educational needs relating events of the recent past to ways in which the performance of SEN pupils can be significantly raised. He draws on a range of creative strategies currently being developed at local authority level. Finally he begins to focus on the importance of consulting and involving pupils themselves in policies and procedures. His plea that the term ‘special educational needs’ needs reviewing will elicit some sympathy from readers.
Teacher identities: Hearing the voices of students with special educational needs
Authors: BRANNEN RICHARD
Published: May 2007

Richard Brannen has interviewed a number of students with special educational needs in a post‐16 situation. From this investigation he deduces that students view their teachers in three major ways: as power brokers, supporters and, in some circumstances, as less powerful than themselves. This leads him to conclude that staff development should take congnisance of these perceived roles and encourage teachers to don them as appropriate.