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Opportunities for children to be involved in the decisions made about them is a part of current statutory educational legislation. Person‐centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements. However, there is a dearth of research into its application within education. The paper describes a systematic literature review of current research into PCP within education for pupils with SEMH and the associated outcomes. PCP appears to be an effective way of engaging children, young people and their families but research within education is currently limited and methodologically weak. More rigorous research is needed into PCP and its effectiveness and should include the use of standardised and/or observable measures, more varied ranges of contexts and participants, and longitudinal and child‐led designs. [ABSTRACT FROM AUTHOR]

In this paper we examine different aspects of the inclusion debate, including how it has been shaped by the political context in England over the past 30 years. We then give consideration to the key argument that has dominated the inclusion agenda over the last decade: should effective inclusion be considered only as placement in mainstream school settings, or can one consider inclusion in a specialist placement as successful? Research studies examining the views of children, parents and teaching staff are also discussed. Consideration is given as to whether a 'universalist' view of inclusion (in which special schools should not be offered) is one that is feasible and desirable. The key arguments highlighted include those relating to 'quality' in education, academic and social inclusion, human rights, parental choice and teachers' attitudes and skills. The role of some professional groups in supporting inclusion, such as educational psychologists ( EPs) and Special Educational Needs Coordinators ( SENCos), is also examined. [ABSTRACT FROM AUTHOR]

The study outlined here was an attempt to examine the use of 'Circle of Friends' as a single intervention approach in addressing the issue of inappropriate social interactions in a child with Asperger Syndrome. The child selected was in a mainstream setting, as the main feature of a circle of friends is peers supporting peers. The child was involved in the selection of peers for the development of the circle of friends and it was hoped the approach would challenge children's attitudes in relation to the child with Asperger Syndrome and also improve social understanding for the focus child. The results clearly indicated that the intervention had been successful in reducing the stigma around 'difference' for the focus child and it was clearly evident that the 'circle of friends' approach had provided a much needed network of social support in a mainstream school. The conclusion highlighted that the focus child was able to understand far more easily the 'hidden curriculum' that neuro-typical children find so easy to decipher. [ABSTRACT FROM AUTHOR]