ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1994.tb00113.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Anne Baynes (Project Director ofThe Education Towards Employment Projectat North Tyneside College) and Alan Dyson (Co‐director of the Special Needs Research Group at the University of Newcastle upon Tyne) identify and discuss the disadvantages experienced by people with learning difficulties in the labour market, particularly at a time of high unemployment, and raise fundamental questions about the relationship between special and vocational education. The Project at North Tyneside College has had to confront these issues in developing an ‘employability’ course for adults with learning difficu

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1994.tb00114.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Dawn Male (a lecturer in the education and psychology of children with special needs at the Institute of Education, University of London, and an educational psychologist) considers how the nature of the SEN displayed results in varying completion times for assessments and the issuing of statements, and asks whether the new arrangements introduced by the 1993 Education Act will make any difference.

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1994.tb00115.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Marie‐Madeleine Kenning, Lecturer in French and Linguistics at The University of East Anglia, reviews recent developments in modern language teaching for pupils with special educational needs, describes a course mounted by Suffolk LEA for non‐specialists involved in the teaching of French and outlines the forms of support currently availa

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1994.tb00116.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

The debate about the Government'sCode of Practiceon the Identification and Assessment of Special Educational Needs has largely been concerned with procedural matters and resource implications, and not about developing appropriate teaching and learning responses to children with special needs. Robin Richmond (formerly a Senior LEA Inspector for SEN, now a Registered Inspector and Educational Consultant) argues that the process of Recording of Achievement has much in common with, and can inform, the school based stages of assessment in theCode of Practice.Recording of Achievement is an approach to assessment which recognises individual achievement, and in the process, identifies individual learning needs, and involves the learner in reviewing progress and setting new targets. It is, like all effective special education, child centered.

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1994.tb00117.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Barrie Wade (Reader in English in Education, in the School of Education, The University of Birmingham) and Maggie Moore (Senior Lecturer at Newman College, Birmingham) focus on ways in which students with special educational needs perceive themselves. They have discovered that a significant number of a cross‐cultural sample, most of whom are denied school responsibilities, felt inadequate compared with their peers. It appears that more consultation, with serious implications for school policies, is necessary to lessen feelings of differenc

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1994.tb00118.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Teachers are now legally required to provide effective education for the ‘more difficult‐to‐teach’ children, and both the 1994Code of Practiceand the DfE circulars onPupils with Problemsstress ‘teacher enablement’ as an element in whole‐school development policies. Gerda Hanko, author and SEN staff development tutor, examines the kind of in‐service provision appropriate to the needs of ‘discouraged children’, who are not

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1994.tb00119.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Steve Rayner, Lecturer in Special Education in the School of Education at The University of Birmingham and formerly head of a residential school for pupils with emotional and behavioural difficulties, argues for a proactive response to educational reform in the management of special education. The action of choice and change is perceived as not only necessary for institutional survival but also as an opportunity for educational renewal and a revised definition of special educational need.

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1994.tb00120.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1994.tb00121.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1994.tb00122.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY