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Children with Behavioural, Emotional and Social Difficulties (BESD) are at high risk of experiencing exclusion in both England and Greece. However, this particular category of Special Educational Needs (SEN) has so far received relatively little academic or political attention in comparison to other SEN. This paper attempts to point out the barriers that may prevent the inclusion of children with BESD both in terms of the theoretical conceptualisation of the category itself and in terms of the policies and practices that England and Greece may implement. In order to achieve a further yet coherent picture of the current situation, this paper has identified three different types of factors that may negatively influence inclusion. Therefore, by discussing the possible ideological, structural, and practical challenges, the paper aims to highlight the crucial need for further theoretical insight that would be able to inform and promote the establishment of a more cohesive and efficient legislative framework for pupils with BESD in both countries. [ABSTRACT FROM AUTHOR]

This paper reports the findings of a longitudinal investigation into the effectiveness of skills education programmes within business and management undergraduate degree courses. During the period between 2005 and 2011, a large business school in the south-west of England was developed and implemented two distinct approaches to skills education. An analysis of final grades for the core modules for students within the business and management field exposes a clear divide in success between those who participated in an integrated skills programme during their first year and the comparatively poorer performance of those who attended either a stand-alone skills module or, in some cases, no skills module at all. The conclusion of the paper highlights the measurable value of privileging skills in the curriculum-planning process and ensuring that skills which educators agree to be important are practised in context by learners. [ABSTRACT FROM PUBLISHER]

This research examines the study of students with low academic ability and mental health, namely Reasonable Adjustment (RA) students in language classes and compares it with Foundation Year (FY) students. It also considers challenges language teachers at this university may have with their students. At the university where this study was conducted, an increasing number of Reasonable Adjustment (RA) students and Foundation Year (FY) students are studying Japanese as an elective module of their degree program. RA refers to those who suffer from mental disabilities such as anxiety and depression. The aim of this study is to examine if there are any significant differences or similarities in academic performance and attendance between RA and FY students in the language studies. The study was carried out with the help of quantitative method using a final test called Unseen Exam (UEX) and students’ attendance percentage. The duration of this study was over two semesters (Autumn and Spring terms) in the 2018/19 academic year at a British university in the South of England. The participants were 16 students who learn Japanese Beginners’ level through the Institution Wide Language Program (IWLP). Among 16 students, 6 were RA students and 10 were FY students. The quantitative data were analysed using the IBM Statistical Package for the Social Sciences Statistical (SPSS) 25 and descriptive and analytical statistics were conducted. The results of datasets showed that there was a statistically significant difference in both UEX and attendance between FY and RAs. Also the average of FY was higher in both UEX and attendance. Furthermore, the findings of correlation showed that UEX and attendance are correlated and statistically significant. There was also a statistically significant relationship between the UEX and the students and also between the attendance and the students. [ABSTRACT FROM AUTHOR]