Table Of Content

3 Index |—___—— | Index to Volume 15 15.1 EDITORIAL EDITORIAI NASEN Book Award Review ARTICLES ARTICLES Joanne Brownlee and Suzanne Carrington Peter Gray and Sue Panter Opportunities for authentic experience and reflection: a teaching Exclusion or inclusion? A perspective on policy in England programme designed to change attitudes towards disability for for pupils with emotional and behavioural difficulties pre-service teachers Kimberley Porteus, Glynis Clacherty, Leon Mdiya, Joy Pelo, Richard Aird Kgethi Matsai, Sibusiso Qwabe and David Donald The case for specialist training for learning support assistants ‘Out of school’ children in South Africa: An analysis of causes employed in schools for children with severe, profound and in a group of marginalised, urban 7- to 15-year-olds multiple learning difficulties lan Rivers Social exclusion, absenteeism and sexual minority youth Rosemary Tootill and Bob Spalding How effective can reintegration be for children with emotional Denny Grant and Karl Brooks and behavioural difficulties? School exclusion of Black pupils: a local authority response Miguel Fernandez Isabelle Brodie Children’s homes and school exclusion: Redefining the problem Educating Mary: a special education case study in one Western Australian high school Nicola Coulling Definitions of successful education for the ‘looked after’ child: Jean Gross A multi-agency perspective Paper promises? Making the Code work for you Ruth Dehaney Judith Watson Literacy hour and the literal thinker: The inclusion of children Constructive instruction and learning difficulties with semantic-pragmatic difficulties in the literacy hour Anne Aylett Notes on contributors Setting: Does it have to be a negative experience? REVIEWS Notes on contributors REVIEWS 15.4 15.2 EDITORIAL EDITORIAL ARTICLES Sheila Wolfendale ARTICLES Special needs in the early years: prospects for policy and practice Judith Piotrowski and Rea Reason The National Literacy Strategy and dyslexia: a comparison of teaching methods and materials Angela Nurse The NASEN Policy Document on Early Years: Aglaia Stamboltzis and Peter Pumfrey provoking essential debate Reading across genres: a review of literature Sally Goddard Blythe Jean Robertson Early learning in the balance: priming the first ABC Increasing access to modern foreign languages to pupils with special educational needs: a neuropsychological perspective Sidn Adams, Pat Medland and Janet Moyles Rosemary Sage Supporting play-based teaching through collaborative Dear Diary... the thoughts of Katy - a 12-year old pupil practice-based research needing learning support Mary Kellett Bernadette Boyle Sam’s story: evaluating Intensive Interaction in terms of its Voice disorders in school children effect on the social and communicative ability ofa young child with severe learning difficulties Kedar Dwivedi and Arun Gupta “Keeping cool’: anger management through group work Dee Peck Theresa Tierney and Rose Dowd An approach to working with parents of children with The use of social skills groups to support girls with emotional language and communication difficulties difficulties in secondary schools Jane Frances Julie Radford Providing effective support in school when a child has a disfigured Values into practice: developing whole school behaviour policies appearance: the work of the Changing Faces Schoo! Service Felicity Fletcher-Campbell and Mairi Ann Cullen Notes on contributors Schools’ perceptions of support services for special educational needs Notes on contributors REVIEWS REVIEWS INDEX Support for Learning Vol. 15 No. 4 (2000) © NASEN 2000.