ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1995.tb00001.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Special needs co‐ordinators and others will still be considering the Code of Practice and its implications. Although written in an apparently clear and straightforward fashion, the Code contains a number of ambiguities and poses some unanswered questions. Philip Garner sets out to identify these ‘dilemmas’. In particular, he accuses the authors of the Code of being long on advice and exhortation and weak on practical advice and support. He argues that teachers should still consider this to be adraftCode until matters are clarified and resources are allo

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1995.tb00002.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

The research undertaken by Nigel Hastings at the University of Reading has attracted considerable media attention. Building on previous investigations he demonstrates that the time some pupils spend on tasks rises considerably if they are taught in rows rather than in the normal primary school groups. This is particularly important for pupils with poor attention spans. Hastings is very careful not to discount group work and does not suggest that children should spend all their time in rows. He concludes that seating arrangements are very important and should be related to the particular activity. Inevitably one is drawn to infer that children with special educational needs should spend some of their time being taught in traditional rows, especially when this involves the mastery of basic skills.

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1995.tb00003.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

David Skidmore and Frank Hardman take issue with the draft proposals for English issued by the School Curriculum and Assessment Authority particularly in respect of ‘standard spoken English’. They accuse the authors of misunderstanding, even prejudice, against pupils whose language is non‐standard. They fear that, as a result, many pupils will be wrongly identified as having special educational needs and those that do have such needs will be doubly dis‐advantaged. They seek a more linguistically informed and tolerant

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1995.tb00004.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Popular descriptions of how children secure the answers to addition operations, according to Effie Maclellan, may be contributing to confused thinking. Distinctions appear to be made between adding ‘on paper’, ‘with a calculator’ and ‘with concrete materials’. The author maintains that such distinctions are real only in the sense that they distinguish between the trappings of addition. This may well be deflecting us from the more essential issue, which is the nature of the mental strategies children use

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1995.tb00005.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Research into policy, practice and provision for children with specific learning difficulties for the Scottish Office Education Department included a survey of how learning support teachers viewed specific learning difficulties within their general role. The findings presented by Jill Duffield, Sally Brown and Sheila Riddell suggest that the difficulty is regarded as a discrete area within their overall task and poses a number of unresolved conflicts of demand upon them.

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1995.tb00006.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Increasing interest is being shown in the condition known as attention deficit hyperactivity disorder (ADHD). Paul Cooper and Katherine Ideus describe ADHD and the way it is altering our views on emotional and behavioural difficulties. They trace its background, prevalence and current treatment and pose a number of significant questions for parents, educators and others. In particular, they are keen that educational and medical perspectives should not polarise on this issue and professionals should collaborate in seeking solutions.

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1995.tb00007.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Johan Davidson and Peter Noyes have undertaken the evaluation of a computer system for the teaching of reading. This gave natural speech‐feedback at the request of the user and was based on reading books currently in use in schools. They conclude that the use of computer‐assisted learning needs to be evaluated with various groups of learners in order to maximise its benef

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1995.tb00008.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1995.tb00009.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Book reviewed in this article:Making Good ChoicesAchievement for AllSkills in Collaborative Classroom ConsultationThe Longman Book Project Sue Palmer, Wendy Body and Bobbie Neate (eds)Fiction 1Non Fiction 1Language 1Emotional and Behavioural Difficulties: Theory to practice P. Cooper, C. Smith and G. UptonEffective Spelling: A practical guide for teachers Norma MuddPolicy Options for Special Educational Needs in the 1990s Special Educational Needs Policy Option Group (eds)The National Curriculum and Pupils with Emotional and Behavioural Difficulties, Marion Bennathan (ed.)Collaborating to Meet Special Educational Needs C. Gains (ed.)Reading IT: A teacher's guide to the use of computers in reading activities Chris AbbottThe Reality of Dyslexia John OsmondLiteracy and Awareness David WrayDyslexia: The training and awareness of teachers Lindsay PeerNot a Perfect Offering: A new school year Liz Waterland

ISSN:0268-2141    

DOI:10.1111/j.1467-9604.1995.tb00010.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY