This book is concerned with support for secondary students with special educational needs in the regular classroom, as it exists in reality in the United Kingdom and in the ideal. It shares strategies that effective support teachers use in helping pupils in the classroom. The role of the support teacher and the relationship of the support teacher and the subject teacher are examined. Individual chapters focus on supporting pupils with mild and moderate learning difficulties, specific learning difficulties, behavior problems, and sensory and physical difficulties. Other chapters discuss the impact of classroom support on student, teacher, and parent self-esteem, and the use of computers and audio equipment in classroom support. Results of a study which identified indicators of effective support in secondary schools are reported, based on the views of parents, children, headteachers, and specialist and support teachers. Advice is offered in the context of the United Kingdom's Code of Practice on the Identification and Assessment of Special Educational Needs. (Includes 57 references.) (JDD)