Within This Issue

Has contributions from people working in other countries, describing provision and projects: experience of educational integration in Portugal; educational services in Nova Scotia, Canada; setting up sensory rooms in some New Zealand Schools; provision for children with PMLD in the English Schools Foundation in Hong Kong; the curriculum for specialist provision in Japan; special education in the Netherlands; the Nigerian experience of teachers coping with stress from teaching children with special education needs; international aspects of the work of the Sherborne Foundation; a survey of the use of equipment in multisensory rooms; curriculum working groups in Leeds and Kent; and report back on a conference for schools in the North-West of maximising learning for pupils with PMLD.

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