OBJECTIVES This study attempted to use a validated and standardised psychometric tool to identify the specific needs of parents of children with visual impairment studying in mainstream schools in Hong Kong. The second aim was to compare their needs with those of parents of mainstream school children without special education needs and parents having children with learning and behavioural probl...

The study aimed to establish prevalence of the broader autistic spectrum, including Asperger syndrome, in 5- to 11-year-olds in Cambridgeshire, UK. Cases of diagnosed autism spectrum condition (ASC) in children who were in Cambridgeshire schools and aged between 5 and 11 years on 31 December 1999 were sought using public records, screening instruments, educational psychology and special educati...

Three key aspects of the school environment are crucial for the prevention and management of social, emotional, and behavioural difficulties (SEBD) in schools. These include an adequate instructional environment, a supportive social-emotional climate, and a systematic process of identification and intervention. This paper addresses these critical aspects by presenting results from two studies i...

This paper reports on a study of the prevalence and social correlates of dyssomnias, features associated with obstructive sleep apnoea, and parasomnias in primary school children aged 4-12. Head teachers of schools selected randomly from lists of local primary and special schools were contacted by telephone and asked to distribute a questionnaire package to the parents of all pupils aged 4-12 y...

OBJECTIVE The use and nonuse of assistive technology devices in school by students with physical disabilities was investigated, and the students' experiences in using these devices is described. METHOD We used a mixed-methods approach with predominantly qualitative methods to collect and analyze data, which included observations of and interviews with 20 students with physical disabilities an...

The study sought to find out the challenges and opportunities of including deaf students in secular and missionary mainstream primary schools in a rural area in Zimbabwe. Twentyseven participants (2 school heads, 2 specialist teachers, 8 mainstream teachers and 15 deaf students) were purposively selected. All participants were interviewed individually and lesson observations were carried out by...

This essay considers the nature and evolution of both the old and the new institutional economics and considers the possibility of dialogue or even convergence between these schools. It also considers shifts of thinking inside and outside mainstream economics that have altered the conception of the economic agent, even within mainstream theory. In particular, the stipulation of endogenous prefe...

Educational accounts typically focus on schools in the centre of the social mainstream with much less attention to the stories of schools perpetually on the periphery. Such schools on the edge face a constant struggle to forge a closer alignment between home and school, parents and teachers, and between the formal world of school and the informal world of neighbourhood and peer group. The decli...

Non-mainstream forms of provision for school students presenting with Social, Emotional and Behavioural Difficulties (SEBD) are sometimes dismissed as being inferior to mainstream provision and are condemned as exclusionary. This paper reports on a study of non-mainstream provision for students with SEBD with the emphasis being placed on the perceptions of staff working in such settings in Engl...

Aim of this multicenter study was to investigate whether schooling relates to mental health problems of adolescents with cochlear implants (CI) and how this relationship is mediated by hearing and family variables. One hundred and forty secondary school students with CI (mean age = 14.7 years, SD = 1.5), their hearing parents and teachers completed the Strengths and Difficulties Questionnaire (...