Attention is drawn to issues arising from major reports on education that have been prepared recently for the Commonwealth Government. Implications of several reports are discussed in terms of their likely effect on special education provision and funding. An analysis of selected recommendations of reports is given. Guidance is provided on existing mechanisms for the Association to stimulate Government awareness of its views on the shape of special education for the future.

James E. Ysseldyke

An overview of findings from a major national six-year study of practices in making referral, classification/placement/eligibility, instructional, and evaluation decisions is provided. This includes the composition and deliberations of placement teams, the relationship between decisions made and how students perform on tests, and the technical adequacy of tests. Implications for practice are drawn.

Children with disabilities, and those with physical and intellectual disabilities in particular, need co-ordinated multidisciplinary approach as no single profession can hope to achieve very much single-handed. In order to provide appropriate services we should work with and through others who interact with these children. While one of the hallmarks of the good professional is collaboration, collaborative practices are all too infrequent. Some related problems currently affecting the development of services for children with special needs in the U.K. are outlined. Examples of actual and possible productive practice between and among teachers and other professionals are provided, with the desirability of active and systematic joint planning and problem solving, emanating from a base of shared training, stressed.

Seventy-eight schools in 25 local education authorities in the South-East of England catering for profoundly retarded multiply handicapped children were surveyed using a postal method. Fifty-four special care units (SCUs) in 43 schools were visited and the head teachers of the schools and the, teachers in charge of the units were interviewed. The major results of the survey concerning the SCUs, the pupils, the classroom size and organisation, the staff, visiting professionals and voluntary help are reported. Implications with regard to educability, teacher training and curriculum are made.

Why should we use computers in our classroms in special education? Will they benefit our children? How can we use them to advantage? This paper presents reasons for using computers as effective teaching tools with children who are having difficulty in learning.