The paper reviews investigations on the use of coloured filters in relation to possible causal mechanisms, effects on reading achievement and effects on eye movement. Studies of causes suggest a retinal - sensory after-imaging problem, possibly related to the magnocellular visual neurological pathway. Studies of reading achievement suggest this disability may be one causal factor in reading problems but improvement will be influenced by prior word attack skill and willingness to be involved in reading. Investigation of reading strategies suggest that the claimed reductions in print distortions could allow more reading fluency and enable attention to be directed to meaning rather than word identification, which in turn facilitates access to text context as a supplement to word recognition.

During the past decade, research on Attention Deficit Hyperactivity Disorder (ADHD) has increased substantially. As the quantity and quality of research have improved, a more optimistic perspective of the disorder has begun to emerge. To address this issue, this paper summarises the characteristics and related attentional problems of children with disorders of attention. Attentional processes in theories of observational learning are discussed and the link between observational learning and social skills training are addressed. The literature review also suggests current intervention strategies, and promising avenues for future research.

Establishing peer relationships is an important part of social development in children. Children who are social isolates or rejected by their peers may be at risk in their social relationships during adolescence and adulthood. Two main approaches to intervening in peer relationships have been employed over the past sixty years: the first emphasises the individual’s role as a member of a peer group, while the second focusses on improving social skill learning and performance. The research evidence is reviewed with respect to both these theoretical approaches, with the social skills training (SST) approach being generally more clearly supported. Problems with the generalisation of social skills learned in the training program to actual social situations and to improved peer relationships are seen as requiring an extension of the behavioural SST approach. A social cognitive strategy which coaches children in making self-efficacy judgements of their ability to perform a task successfully is claimed to be a useful adjunct to the SST program. Specific teaching/coaching points are included as a guide to teachers who wish to help children improve their social skills and peer relationships.

Parents of 221 school-aged children with Down syndrome completed a questionnaire about their experiences with service-providers from the time of diagnosis of their child’s disability. These experiences were compared with those of 782 parents of children with moderate or severe intellectual disability, with disabilities other than Down syndrome. Down syndrome was the earliest diagnosed disability, the average age of suspicion being two weeks and of diagnosis four weeks. Two-thirds of the children with Down syndrome had at least one additional disability, some having up to four additional disabilities. Some differences were apparent between older and younger children in the sample. Parents of younger children with Down syndrome were less likely to report inaccurate predictions about their child’s health and development. Children with Down syndrome were significantly more likely than children with other disabilities to be receiving speech therapy and significantly less likely to be receiving occupational therapy or physiotherapy. Parents of younger children with Down syndrome were more likely than parents of older children with Down syndrome or of children with other disabilities to regard an integrated school placement as ideal for their child, and their children were more likely to be in integrated settings.

While there is a great deal of activity in the area of educational computing in Australia, little is known of the courses being taught to teachers to equip them to deal with this technology in classrooms. This report summarises a survey of teacher education faculties in Australian universities, the aim of which was to determine the amount and content of special education computing courses being offered to teachers.