Orde Wingate and the Special Night Squads: A Feasible Policy for Counter-Terrorism?

This article analyses the counter-terrorist operations carried out by Captain (later Major General) Orde Wingate in Palestine in 1938, and considers whether these might inform current operations. Wingate's Special Night Squads were formed from British soldiers and Jewish police specifically to counter terrorist and sabotage attacks. Their approach escalated from interdicting terrorist gangs to pre-emptive attacks on suspected terrorist sanctuaries to reprisal attacks after terrorist atrocities. They continued the British practice of using irregular units in counter-insurgency, which was sustained into the postwar era and contributed to the evolution of British Special Forces. Wingate's methods proved effective in pacifying terrorist-infested areas and could be applied again, but only in the face of 'friction' arising from changes in cultural attitudes since the 1930s, and from the political-strategic context of post-2001 counter-insurgent and counter-terrorist operations. In some cases, however, public opinion might not preclude the use of some of Wingate's techniques.

Special educational needs across two decades: survey evidence from English primary schools

The article considers the perceived prevalence of special educational needs in English primary schools and changes in this prevalence over two decades and relates these to issues in education policy, teacher practice and the concept of special educational needs. The studies considered are two major surveys of schools and teachers, the first conducted in 1981 and the second conducted in the same schools in 1998. Important features of both studies were their scale and the exceptionally high response rates achieved. Two central findings were the perception of teachers that special educational needs were widespread and of an increase in special educational needs over time: perceived levels of special educational needs were one in five children in 1981, which had risen to one in four children in 1998. Learning difficulties were by far the most common aspects of special educational needs but many children had multiple difficulties, and behavioural difficulties were seen by teachers as the main barriers to inclusion. The very high figures for prevalence raise questions about the continued usefulness of the concept of special educational need distinct from broader issues of achievement.