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1.
This article is the unrevised text of a speech delivered by Professor Jochimsen at a conference on ‘Education and Working Life’ arranged by the Goethe Institute of London in cooperation with other educational and social research institutes, held at the Institute of Education, University of London, from 20 to 22 April, 1978.  相似文献   

2.
Carol Vincent (a former teacher in London primary and special schools, now a lecturer in Special Education at the Open University), and Jennifer Evans, Ingrid Lunt & Pam Young (from the London Institute of Education) draw on data collected in a recent research project, which studied the effects of LMS on the funding and organisation of specials education services and resources, to provide a snapshot of some recent developments in special education provision.  相似文献   

3.
The Connotation of Special Education Labels for Professionals in the Field   总被引：1，自引：0，他引：1  
Brahm Norwich, Professor of Educational Psychology and Special Educational Needs at Exeter University (formerly Professor of Special Education, at the Institute of Education, University of London) discusses ways in which labelling can affect attitudes to, and provision for, pupils with special educational needs. He gives details of an in-depth study on the attitudes of experienced teachers, trainee teachers and trainee educational psychologists.  相似文献   

4.
The provision of speech and language therapy services is a topic of continuing concern and debate for policy makers and practitioners alike. In this article, James Law, of the Department of Language and Communication Science at City University, London; Maria Luscombe, of the Speech and Language Therapy Department at Northwick Park Hospital, London; and Judy Roux, of the Speech and Language Therapy Service in the London Borough of Newham, report the results of their research into the use of Standards Fund money in relation to children with speech and language needs. This report takes forward and updates many of the issues raised in Law, Lindsay, Peacey, Gascoigne, Soloff, Radford, Band and Fitzgerald's article in BJSE in September 2001 but also opens up new areas for discussion. These matters will be central to the task of promoting collaboration between the various agencies charged with responsibility for supporting children with speech and language needs.  相似文献   

5.
Margaret Walker, research speech therapist. Psychiatry of Mental Handicap, London University, and project coordinator, Makaton Vocabulary Development Project, and Dr Aaron Armfield, Professor of Special Education, University of Nebraska at Omaha, describe the Makaton language programme  相似文献   

6.
The upheaval in in-service teacher training since the arrival of GRIST is discussed by Harry Daniels, Institute of Education, London University, and by Jill Porter and Sarah Sandow, West London Institute of Higher Education. Although their new courses in special education are only an example of a number of innovations around the country they do illustrate the wider trend towards modular courses which can be studied to gain qualifications at varying levels.  相似文献   

7.

Teacher Education in England and Wales (Studies in Education, No. 8) GEOFFREY PARTINGTON, 1999 London: Institute of Education, University of London. 163 pp., ISBN 0 225 36476 8, £12  相似文献   

8.
A proportion of children with physical impairments experience significant difficulties in communicating with others and may be recommended augmentative and alternative communication (AAC) systems such as speech synthesizers and symbol charts to support ‘natural’ communication skills. However, AAC systems are often under-utilized. Parents have identified barriers to AAC system use to include the organization of speech and language therapy. Speech and language therapists are developing services to school-aged children in response to changes in education, health reforms and models of speech and language development. However, there is little evidence for commissioners of children's services about what constitutes ‘enough’ or ‘good’ speech and language therapy. This paper examines speech and language therapy provision to 23 children using AAC systems in six London authorities. Research strategies include documenting the amount, type, organization and objectives of provision. Evidence for collaboration between school staff and therapists is explored, analysis is made of child characteristics associated with provision and criteria for decision-making documented through interviews with therapists. However, little conjunction exists between what therapists said guided their decision-making concerning provision and observed provision. For the children surveyed in this study it seems that that provision in amount of therapy is related to educational placement rather than individual needs.  相似文献   

9.
Carol Miller, a speech and language therapist in the School of Education at The University of Birmingham, identifies the different perspectives of speech and language therapists and teachers in looking at language and language difficulties and suggests that they can be combined to ensure a morecollaborative language practice.  相似文献   

10.
Jennifer Evans is lecturer in the Department of Policy Studies and Ingrid Lunt is senior lecturer in the Department of Educational Psychology and Special Educational Needs, Institute of Education, London University. This article examines recent and proposed educational legislation from the perspective of its impact on provision for pupils with special educational needs. Some findings from surveys carried out by the authors in English LEAs are presented.  相似文献   

11.
This paper is an edited version of a keynote lecture given by Professor Sir William Taylor at the Annual Conference of the History of Education of Education Society held at the University of London Institute of Education on 24 November 2001.  相似文献   

12.
The study of how children with severe learning difficulties acquire number skills is a much neglected topic – especially when compared to other areas such as language development or social interaction. Jill Porter, lecturer, Institute of Education, London University, asks if this is because the acquisition of language is perceived as more important than the acquisition of number or if it is because we don't think children with severe learning difficulties (SLD) are capable of developing numeracy skills.  相似文献   

13.
There is a general agreement about the important role that music can play in the education and daily lives of children with severe or profound and multiple learning difficulties. But what are the distinctions and relationships between music education, music therapy and music as a vehicle for other forms of learning, occupation, development or engagement? To what extent are professionals in schools aware of these issues and prepared to explore them from an informed perspective? In this article, Dr Adam Ockelford, Deputy Director of Education and Employment for the Royal National Institute of the Blind (RNIB), Sally Zimmermann, Music Education and Employment Advisor (RNIB); and Professor Graham Welch, Chair of Music Education and Head of the School of Arts and Humanities, Institute of Education, University of London, present and expand on the key findings from their recent research project, 'PROMISE', which examined the Provision of Music in Special Education and specifically in schools for pupils with severe or profound and multiple difficulties. The authors conclude their paper with an acknowledgement that a great deal of significant work takes place in these contexts at present but that further research, leading to the provision of new resources for curriculum and staff development, is crucial to the realisation of music's full potential in the lives of pupils with severe and profound and multiple learning difficulties.  相似文献   

14.
Education in the early years is a key element in the Government's current strategy. Recently, the Department for Education and Skills (DfES) funded a major study of Effective Provision of Pre-School Education (EPPE). The Early Years Transition and Special Educational Needs (EYTSEN) Project developed from the EPPE research and was also funded by the DfES. The authors of this article, Brenda Taggart, Pam Sammons, Rebecca Smees, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Karen Elliott and Ingrid Lunt, all worked on the EYTSEN Project, based at the Institute of Education, University of London. In this article, they provide a summary of the findings from the EYTSEN Project, reviewing the impact of pre-school provision on children said to be 'at risk' of developing special educational needs. They suggest that pre-school experience has a positive impact on cognitive attainment and social or behavioural development and that integrated centres (where education and care are fully combined) and nursery schools have the most positive influence among the different f o rms of pre-school provision. This paper also discusses the identification of special educational needs; quality in pre-school centres; parents' perspectives; and future developments. The article closes with a call for improved training for practitioners working in early years settings.  相似文献   

15.
In this article, Professor Susan Hallam, of the Institute of Education, University of London, Lynne Rogers, lecturer in psychology at the Open University, and Jacqueline Shaw, music teacher, researcher and educational psychologist in training, report the key outcomes of their recent research into parenting programmes. The survey suggested that most local authorities in England were at a relatively early stage in their preparations for meeting demand for programmes focused on developing parenting skills in order to improve the attendance and behaviour of children in school. Here the authors present case studies of five local authorities that had well-developed provision based on contrasting approaches. Two of these authorities used existing programmes available through alternative providers or early years provision; the others offered programmes in schools, one based on established and internationally-available material and two that used content developed within the local authority. Longer term needs relating to parenting programmes are considered in relation to these case studies and the implications for schools, that may be actively encouraged to take on responsibility for these programmes, are explored.  相似文献   

16.
Angela Little 《Prospects》1995,25(4):777-782
Professor of Education in Developing Countries, and Head of Education and International Development, at the Institute of Education, University of London. She has worked and researched extensively in Africa and Asia. As a social psychologist, she has a special interest in learning, and as an ‘agent of development’, a sensitivity to the diversity of cultural contexts, the significance of context for effective learning and the quality and relevance of educational exports from one setting to another.  相似文献   

17.
This paper reports on the findings of a multi-centre, year-long study commissioned in July 1999 by the Department for Education and Employment (DfEE), Department of Health (DOH) and the National Assembly for Wales; the focus here is upon the perspectives of parents of children with a variety of speech and language needs, at various stages of assessment and provision within educational settings. Groups of parents were interviewed about their perceptions of the extent and nature of collaboration existing between the agents of health and education, and during the final ‘research into practice’ stage of the study, parents joined managers and practitioners from the two agencies in discussion groups aimed at generating innovative and practical ideas for facilitating future collaboration between the two agencies. Emphasizing their wish for a partnership relationship with professionals, some parents highlighted professionals' failure at times to communicate effectively with them. They perceived a lack of transparency in the process of assessment and provision, voicing concerns about continuity of provision, particularly at the stage of transition from primary to secondary education. In a context of insufficiently defined professional roles, some parents lacked confidence in a move towards a consultative model of speech and language therapy; they suggested a need for greater mutual understanding between teachers and speech and language therapists to provide a more secure basis for implementing therapy effectively.  相似文献   

18.
Brahm Norwich, Professor of Special Needs Education at the Institute of Education, University of London, is the first of the new professors to articulate his views on the future of Special Education as we approach the Millenium. He considers innovative approaches to the concept of human differences.  相似文献   

19.
Elspeth McCartney, Department of Speech and Language Therapy at the University of Strathclyde, reviews recent legislation and Government plans for the provision of speech and language therapy services for children with special educational needs and discusses issues which might be considered in a proposed DfEE 'scoping study'.  相似文献   

20.
Coping with Disruptive Behaviour   总被引：1，自引：0，他引：1  
Three self help programmes to reduce disruption in secondary schools are outlined by Jean Lawrence and David Steed Goldsmiths'College, London University, and Pamela Young, Institute of Education London University  相似文献   

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