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This article suggests that child poverty and unequal educational opportunity are inextricably linked. It is argued that even from an early age children from poorer backgrounds are disadvantaged in terms of their preparedness to thrive in the formal school environment. Educational achievement is strongly influenced by attitudes and much research suggests that children from less advantaged backgrounds feel less in control at school and lack confidence in performing traditional school tasks. The ‘Sparking the Imagination’ project set out to try on a small scale to co‐ordinate efforts in raising educational opportunity for children from disadvantaged backgrounds by focusing on the context in which teaching and learning takes place. It was also deemed necessary to introduce measures to raise the motivation and aspirations of all involved and this was achieved through the engagement of children, teachers, parents and creative experts in collaborative learning within the classroom.

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Dolores Loughrey takes a refreshing look at the use of computers in special educational settings. Many of her arguments have been deployed before but it is encouraging to have further confirmation of those beliefs. The use of computer technology still has a long way to go and is far from being a standard tool of special needs educators. Perhaps the sense of fun and excitement that creeps into this article will entice others into this area.

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