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'Schools and Special Needs' provides a critical perspective on the inclusion model of special needs education, in terms of implementation in schools and effectiveness of pupil learning outcomes.

Inclusive education. --- Mainstreaming in education. --- Special education. --- Orthopedagogiek --- handboeken en inleidingen --- handboeken en inleidingen. --- Handboeken en inleidingen. --- Exceptional children --- Education --- Inclusive education --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Mainstreaming in education

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Around the world, schools are being asked to offer new services to students, families and communities in order to overcome the effects of disadvantage. This book critically examines the role of full service and extended schools.

Children with social disabilities --- Children with social disabilities --- Community and school --- Community and school. --- Enfants socialement défavorisés --- Relations école-collectivité --- School facilities --- School facilities --- Équipements scolaires --- Education --- Education. --- Éducation --- Extended use --- Extended use. --- Utilisation extensive --- Great Britain.

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Educational equalization --- Children with social disabilities --- Enfants socialement défavorisés. --- Démocratisation de l'enseignement. --- Education --- Enfants socialement défavorisés. --- Démocratisation de l'enseignement.

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This report presents the findings from the final year of the three-year evaluation of the national full service extended schools (FSES) initiative. It draws on these and on the work of the previous two years to reach overall conclusions about the initiative. The FSES initiative was launched by the Department for Education and Skills (DfES) in 2003. The original aim was to support the development in every local authority (LA) area of one or more schools which provide a comprehensive range of services, including access to health services, adult learning and community activities as well as study support and 8am to 6pm childcare. Local FSES projects received funding from DfES, and came on stream in each of three successive years. Most FSES served areas of disadvantage and in the first year were located in Behaviour Improvement Programme areas. By the end of the initiative, 138 schools were involved, together with a further 10 funded through the London Challenge. [Publisher summary, ed]