Finally, some suggestions for facilitating the access process are discussed. They include the sensitive and appropriate application of research governance frameworks to social research - including studies within health care settings. Ethical considerations and adequate protection of children are vital but, the authors argue, wherever possible children themselves should be encouraged to decide whether or not to participate in research. In addition, unnecessarily complex access procedures may adversely affect research outcomes.

D isabled people wishing to enter Higher Education are confronted with a num ber of barriers, yet relatively little research has been carried out to identify the level and nature of such obstacles. The short study reported here was designed to examine policy and practice within a num ber of social work training institu tion s in Scotland. Interviews were held with disabled students and ex-students, course tutors and practice teachers. Barriers to training are identi® ed in ® ve main areas: ® rst, the disabling physical environm ent; secondly, problems of typi® cation (w hereby global assumptions of impairment are made about individuals); thirdly, failure of equal opportunities policies; fourthly, the practice of treating all students in the same way, resulting in discrimination against a few; and, ® nally, self-censorship on the part of students. It is argued that the reluctance of some students to`declare' an impairm ent is a rational response to the disabling policies pursued, albeit inadvertently, by institutions. The implications of these ® ndings for policy and practice are discussed.

The loss, separation and trauma experienced by looked after and adopted children can seriously affect their school life and ability to learn. A great deal has been written and researched on the low educational achievement of looked after children, but there is much less available on how adopted children fare. An attachment perspective can make a valuable contribution to understanding the learning needs of vulnerable children. Rena Phillips discusses a successful initiative by PACS, a small post-adoption support charity, in producing succinct and accessible publications to inform teachers, as well as families and professionals, about the types of difficult and challenging behaviour that can arise from attachment issues and why. The materials include practical suggestions about how schools can help to create a more understanding learning environment. Other developments that reflect the growing interest in attachment issues and education are described.

reports on some of the conference discussions and debates around four key ethical issues in adoption: secrecy and openness; the role of race, culture and national origin; market forces; and the relationship between adoption and the emerging reproductive technologies. Parallels and differences are drawn between the United States and the UK, and questions are raised as to how ethical standards can be developed and monitored.