Calling all book readers - cheaper E-Book Kindle on sale soon.

A total of 397 children aged eight to 11 years participated
in the study. The children were members of 14 different
classes in 11 different mainstream schools. Each of the 14
classes contained one pupil who had a Statement of special
educational needs and had formerly attended Foxwood
special school full time but were currently included in
mainstream with support from the outreach programme
(‘former special school pupils’). These 14 pupils were a
subset of the original 23 special school pupils supported by
the inclusion/outreach team, comprising all but one of the
15 pupils in Key Stage 2 at the time of the study. All of
these ‘special pupils’ had been educated with their mainstream
class full time for at least 18 months prior to the start
of the study – the average length of time included in
mainstream was 28.75 months (sd, 8.86). For 12 of the
pupils, the designated primary special need was autistic
spectrum disorder; of the remaining pupils one had a
language disorder and the other global delay.

A total of 397 children aged eight to 11 years participated 4
in the study. The children were members of 14 different The overall proportion of pupils known to be eligible for 5
classes in 11 different mainstream schools. Each of the 14
free school meals is closely comparably with national 6
classes contained one pupil who had a Statement of special statistics in the UK where, on average, 14.5% of pupils in 7
educational needs and had formerly attended Foxwood nursery and primary schools are eligible for free school 8
special school full time but were currently included in meals (DfES, 2004). However, the proportion of pupils 9
mainstream with support from the outreach programme known to be eligible for free school meals differed across 10
(‘former special school pupils’). These 14 pupils were a groups, being substantially higher in both groups of pupils 1
subset of the original 23 special school pupils supported by with special needs than in the typically developing group.
2
the inclusion/outreach team, comprising all but one of the Chilren from low income backgrounds are often reported to 3
15 pupils in Key Stage 2 at the time of the study. All of be disproportionately represented among pupils receiving 4
these ‘special pupils’ had been educated with their main-special educational services (for example, Croll, 2002; 5
stream class full time for at least 18 months prior to the start Kivirauma, Klemelä & Rinne, 2006). The implications are 6
of the study – the average length of time included in that social class needs to be considered as a possible influ-7
mainstream was 28.75 months (sd, 8.86). For 12 of the encing factor in respect of any differences between the 8
pupils, the designated primary special need was autistic typically developing group and the other two groups. On 9
spectrum disorder; of the remaining pupils one had a ethnicity, comparison with national statistics in the UK, 20
language disorder and the other global delay.