Objectives: This study aimed to compare the behavioral problems and abilities of 7-12-year-old students with a physical/motor disability at mainstream and special schools.  Methods: The data in this comparative (cross sectional-analytic) study were collected using total population sampling, A sample of 247 students with a physical/motor disability including 153 students (67 females an...

The proportion of children with Down syndrome in mainstream schools, compared to special schools, has been increasing over the last decade; this is due both to more children going into mainstream schools at five or six and to more children staying in mainstream schools for increasing lengths of time, not uncommonly throughout their school careers. There are, however, wide variations between Loc...

Arguments supporting the integration of deaf pupils in mainstream schools are often based on possible cognitive gains. We suggest that integration should also be assessed considering its social consequences for pupils. If deaf pupils are rejected or feel isolated in mainstream schools, their education may ultimately suffer. We investigated the social adaptation of nine deaf pupils in two mainst...

Children are often forced into mainstream schools while special needs schools are being shut down. Children with phonological disorders in mainstream schools go through fear, shame and frustration of not being understood or misunderstood. The proposed research attempts to address this issue by way of designing and developing a prototype for an assistive device that would help special needs chil...

They draw on learning from case studies which formed part of research on support for mental health and character education in schools, colleges and alternative provision across England . The case study schools were selected based on their reported active engagement in provision for mental health and character development. The case study settings included mainstream (both LA maintained and acade...

OBJECTIVES To investigate the prevalence of cerebral palsy in local children aged 6 to 12 years and to evaluate service utilisation by those children who attend mainstream schools. DESIGN Cross-sectional survey. SETTING Mainstream primary schools and special needs schools in Hong Kong. PARTICIPANTS Headmasters or headmistresses of special needs schools, and various organisations that prov...

OBJECTIVE To ascertain the health and school performance of teenagers born before 29 weeks gestation (extremely low gestational age (ELGA)) and to compare those in mainstream school with classroom controls. METHODS Three geographically defined cohorts of babies born in 1983 and 1984 were traced at the age of 15-16 years. Their health, abilities, and educational performance were ascertained us...

This paper investigates service provisions in community languages offered by Manchester City Council and agencies working alongside to find out whether there is an explicit language policy in Manchester, how such a policy is formulated, how it functions, and how it is reflected in education. Data was collected through interviews with different personnel in MCC, focus group discussions with comm...

At the forefront of moves towards increased inclusion are children with moderate learning difficulties (MLD), many of whom have in the past been educated in special schools in the UK (Crowther, Dyson, Elliott & Millward, 1998; HMI, 1993). Many LEAs are now looking to close down MLD schools and cater for these pupils in mainstream schools. A recent survey of education officers for SEN and headte...