http://hdl.handle.net/2428/2503 Fri, 24 May 2013 09:17:05 GMT 2013-05-24T09:17:05Z http://hdl.handle.net/2428/14461 Title: Provision for Pupils with Emotional and Behavioural Difficulties in Northern Ireland Authors: ETI Abstract: One of the main findings of this survey is the importance attributed throughout the service to the promotion of a positive ethos in EBD provision, and its influence on the management of behaviour. In this context, a consistent factor is the patient and caring attitude of the staff, and their understanding of the pupils’ emotional and behavioural difficulties. Thu, 01 Jan 1998 00:00:00 GMT http://hdl.handle.net/2428/14461 1998-01-01T00:00:00Z http://hdl.handle.net/2428/14459 Title: Provision for Pupils with Severe and Profound Learning Difficulties Authors: ETI Abstract: There is clear evidence from the survey findings to show that the SLD school sector fulfils an important role in providing effective education for pupils with severe or profound learning difficulties. It is hoped that this report will enhance the status of the special education work in the schools and help to identify approaches to best practice which are evident, or emerging, so that these approaches can be shared across all schools. Sat, 01 Jan 2000 00:00:00 GMT http://hdl.handle.net/2428/14459 2000-01-01T00:00:00Z http://hdl.handle.net/2428/14458 Title: Information and Communication Technology in Special Schools Authors: ETI Abstract: This report summarises the findings from an inspection of the influence of information and communication technology (ICT) to support and enhance teaching and learning in special schools in Northern Ireland (NI). Tue, 01 Jan 2002 00:00:00 GMT http://hdl.handle.net/2428/14458 2002-01-01T00:00:00Z http://hdl.handle.net/2428/14457 Title: Northern Ireland Music Therapy Trust (NIMTT) ARIOSO Project in Special Schools in Northern Ireland Authors: ETI Abstract: This report has been compiled by the Education and Training Inspectorate (Inspectorate), on behalf of the Department of Education. It seeks to inform the Department of Education, the Education and Library Boards (Boards), the Health and Social Services Boards and the Health and Social Services Trusts of the impact of music therapy in supporting the development, and meeting the social and communication needs, of pupils in special schools. The report makes recommendations in relation to how music therapy might be included in the curriculum of special schools as an allied health therapy to enhance the experiences, and engagement with learning, of pupils whose behaviour and conditions pose significant challenges to the staff. Sun, 01 Jan 2006 00:00:00 GMT http://hdl.handle.net/2428/14457 2006-01-01T00:00:00Z