ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1984.tb00212.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Too much stress on within‐the‐child factors in children's learning difficulties diminishes pupils’chances of receiving an appropriate education, suggest Dr Frank O'Hagan, Lecturer in Educational Psychology, Strathclyde University, and Ian Swanson, Principal Psychologist, Tayside

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1984.tb00213.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Mr J. Allan Stewart, Minister for Industry and Education, Marion Blythman, Head of Special Education, Moray House College, Edinburgh, on Current Developments in Provision for Special Educational Needs

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1984.tb00214.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

How can classroom teachers best help pupils with special needs? Louise Clunies‐Ross, Deputy Education Officer, Royal National Institute for the Blind, describes a recent study she undertook with former colleagues at the National Foundation for Educational Resear

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1984.tb00215.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

It is tempting to spend time increasing children's progress in one area at the expense of other skills, Barbara Furneaux, Associate Research Fellow, Brunel University, Surrey, discovered when teaching severely disturbed and autistic children

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1984.tb00216.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1984.tb00217.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Parents learn how to teach independent living skills at home to mentally handicapped school leavers and adults. Ian Patterson, Clinical Psychologist, North Tees Health Authority, reports on a promising Portage‐style proje

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1984.tb00218.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1984.tb00219.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Jean Church, Teacher in Charge, Berwyn Edwards, Educational Psychologist, Clwyd Education Authority, describe a unit for non‐school attenders in North Wales and their approach to pupils who go unwillingly to scho

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1984.tb00220.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Our definition of ‘handicap’depends on our ‐ often hidden ‐ assumptions about social values. Educational research can help to make these clear, suggest, John Wilson, Lecturer in Philosophy, Department of Educational Studies, Oxford University, Barbara Cowell, Barbara Cowell, Who Teaches in AbingdonIn this article we want to put together two developments: first, some current assumptions of educational provision for children with special educational needs and, second, a style of research suggested by the work of some recent writers such as Harré (1972, 1974), Wilson (1972, 1981) and Winch (1958, 1970). We summarise below what we wish to say.(a) the way we define ‘handicap’and similar terms depends on the social values prevailing in our society. These are likely to be (1) physical ability (2) social competence and (3) intellectual performance. We attach much less value to qualities of character, such as patience and kindness, even though we do also believe in these.(b) Instead of blindly accepting the three values and the criteria associated with them we should look for rational criteria on which to base our definition of ‘handicap’.(c) Education could be considered as such a criterion. However the kind of education we provide is based on, and determined by, the same three values of physical ability, social competence and intellectual performance.(d) If, instead, we based education on values of character ‐ rather than paying only lipservice to them ‐ we would define ‘handicap’differently. We would see it primarily in terms of emotional disability, instead of physical, social and intellectual impairment. It would be difficult ‐ but not impossible ‐ for teachers to establish and apply such criteria in schools.(e) Educational research has a role to play in identifying and making clear these, often hidden, values and criteria on which education provision is based and which influence policy makers, teachers and others. Unless educational research does this it will only reinforce our preconceived ideas about the ways children with special needs should be educated, or accept new assumptions which may not be more exp

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1984.tb00221.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY