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1.
《British Journal of Special Education》2003,30(2):110-116
Books reviewed:
Liz Maudslay, Lesley Dee, Helen Hayhoe and Richard Byers Enhancing Quality of Life — facilitating transitions for people with profound and complex learning difficulties
Sally Capper SENT AHEAD: the IPSEA Guide to the Special Educational Needs Tribunal
Barry Gray and Robin Jackson (eds) Advocacy and Learning Disability
Irvine S. Gersch and Adam Gersch (eds) Resolving Disagreement in Special Educational Needs: a practical guide to conciliation and mediation
Caroline Roaf Co-ordinating Services for Included Children — joined up action
Fleur Griffiths and Collaborators Communication Counts: speech and language difficulties in the early years
Christina Tilstone and Richard Rose (eds) Strategies to Promote Inclusive Practice
Dave Sherratt and Melanie Peter Developing Play and Drama in Children with Autistic Spectrum Disorders
Amanda Kirby and Sharon Drew Guide to Dyspraxia and Developmental Co-ordination Disorders 相似文献
Liz Maudslay, Lesley Dee, Helen Hayhoe and Richard Byers Enhancing Quality of Life — facilitating transitions for people with profound and complex learning difficulties
Sally Capper SENT AHEAD: the IPSEA Guide to the Special Educational Needs Tribunal
Barry Gray and Robin Jackson (eds) Advocacy and Learning Disability
Irvine S. Gersch and Adam Gersch (eds) Resolving Disagreement in Special Educational Needs: a practical guide to conciliation and mediation
Caroline Roaf Co-ordinating Services for Included Children — joined up action
Fleur Griffiths and Collaborators Communication Counts: speech and language difficulties in the early years
Christina Tilstone and Richard Rose (eds) Strategies to Promote Inclusive Practice
Dave Sherratt and Melanie Peter Developing Play and Drama in Children with Autistic Spectrum Disorders
Amanda Kirby and Sharon Drew Guide to Dyspraxia and Developmental Co-ordination Disorders 相似文献
2.
Michael F. Giangreco Susan W. Edelman Catherine Nelson Mary Rose Young Richard Kiefer-O'Donnell 《International Journal of Disability, Development & Education》1999,46(4):463-473
This study provides data from 73 educational team members who used an updated version of the Vermont Interdependent Services Team Approach (VISTA) to assist them in planning educationally necessary support services for 11 students with multiple disabilities in general education classes. These data provide evaluative consumer feedback about changes in VISTA based on limitations identified through previous research. The results indicated that the changes were perceived positively by consumers, particularly related to overall quality, practicality, and more substantive involvement of parents and general education teachers in support service decision-making. Study respondents also identified areas in need of continued improvement in VISTA. Implications for future research, development, and practice are discussed. 相似文献
3.
Web‐Based Instruction. Badrul H. Khan, ed. (Englewood Cliffs, NJ: Educational Technology Publications, 1997, 480 pp., $89.95/Hard, $59.95/Soft). Distance Learning: A Step‐by‐Step Guide for Trainers. Karen Mantyla and J. Richard Gividen (Alexandria, VA: American Society for Training and Development, 1997, 179 pp., $45.00). 相似文献
4.
Stacy R. Johnson Kristy J. Finlon Roger Kobak Carroll E. Izard 《Early Childhood Education Journal》2017,45(4):461-470
Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development. 相似文献
5.
《British Journal of Special Education》1995,22(2):89-96
Book reviewed in this article:
Educational Reform and its Consequences , Sally Tomlinson (ed.) (1994)
Health Options: Complementary Therapies for Cerebral Palsy and Related Conditions , Andrew Vickers (1994)
Handicap: A Parents' Guide to Helping your Child , Andrew Brereton (1994)
A Special Partnership: a Practical Guide for Named Persons and Parents of Children with Special Educational Needs , Linda Kerr, Liz Sutherland and Joyce Wilson (1994)
Making Leisure Provision for People with Profound Learning and Multiple Disabilities , James Hogg and Judith Cavet (eds.) (1995)
History for All , Judy Sebba (1994)
Geography for All , Judy Sebba (1995)
Autism: An Introduction to Psychological Theory , Francesca Happé (1994)
Helping Children with Reading and Spelling , Rea Reason and Rene Boote (1994)
Listen to Me: Communicating the Needs of People with Profund Intellectual and Multiple Disabilities , Pat Fitton (1994)
The Development of Early Communication and Feeding , Juliet Goldbart, Jennifer Warner and Helen Mount (1994) 相似文献
Educational Reform and its Consequences , Sally Tomlinson (ed.) (1994)
Health Options: Complementary Therapies for Cerebral Palsy and Related Conditions , Andrew Vickers (1994)
Handicap: A Parents' Guide to Helping your Child , Andrew Brereton (1994)
A Special Partnership: a Practical Guide for Named Persons and Parents of Children with Special Educational Needs , Linda Kerr, Liz Sutherland and Joyce Wilson (1994)
Making Leisure Provision for People with Profound Learning and Multiple Disabilities , James Hogg and Judith Cavet (eds.) (1995)
History for All , Judy Sebba (1994)
Geography for All , Judy Sebba (1995)
Autism: An Introduction to Psychological Theory , Francesca Happé (1994)
Helping Children with Reading and Spelling , Rea Reason and Rene Boote (1994)
Listen to Me: Communicating the Needs of People with Profund Intellectual and Multiple Disabilities , Pat Fitton (1994)
The Development of Early Communication and Feeding , Juliet Goldbart, Jennifer Warner and Helen Mount (1994) 相似文献
6.
As supervisors of preschool teachers, childcare center directors are well‐situated to mentor their staff to pursue higher education. Telephone interviews with 78 directors examined their role as mentors in encouraging preschool teachers to take college classes. Educational mentoring was shown to be distinct from career mentoring. Logistic regressions showed that the director’s educational mentoring of teachers and teachers’ aides was associated with greater college attendance, whereas career mentoring was related to less attendance. Furthermore, the director’s confidence staff members’ ability to complete an Associate’s degree promoted college enrollment. Finally, some directors appeared to be transformational leaders who created an education‐friendly climate for their entire staffs. These findings suggest that the workplace is an under‐researched, critical context for work‐to‐school mentoring. 相似文献
7.
《British Journal of Special Education》2002,29(1):52-56
Books Reviewed
Sue Teele, Rainbows of Intelligence: Exploring How Students Learn
Amber Carroll and Mary Robertson, Tourette Syndrome: A Practical Guide for Teachers, Parents and Carers
Richard Aird, The Education and Care of Children with Severe, Profound and Multiple Learning Difficulties
Chris Watkins and Patsy Wagner, Improving School Behaviour
Tracey Spice, Letters, Words and Fun: An Interactive Dictionary
Dorothy Smith, Smoothing the Transfer for Pupils with Learning Difficulties
M. Johnson and A. Wintgens, The Selective Mutism Resource Manual
Philip Garner and John Dwyfor Davies, Introducing Special Educational Needs: A Companion Guide for Student Teachers 相似文献
Sue Teele, Rainbows of Intelligence: Exploring How Students Learn
Amber Carroll and Mary Robertson, Tourette Syndrome: A Practical Guide for Teachers, Parents and Carers
Richard Aird, The Education and Care of Children with Severe, Profound and Multiple Learning Difficulties
Chris Watkins and Patsy Wagner, Improving School Behaviour
Tracey Spice, Letters, Words and Fun: An Interactive Dictionary
Dorothy Smith, Smoothing the Transfer for Pupils with Learning Difficulties
M. Johnson and A. Wintgens, The Selective Mutism Resource Manual
Philip Garner and John Dwyfor Davies, Introducing Special Educational Needs: A Companion Guide for Student Teachers 相似文献
8.
《British journal of educational technology : journal of the Council for Educational Technology》1976,7(2):65-72
The Open University from Within , John Ferguson.
The Summative Evaluation of Curriculum Innovations , R. W. West.
The Analysis of Curriculum Materials , M. Eraut, L. Goad and G. Smith.
Audiovisual Techniques for Industry , John Halas and Roy Martin-Harris.
The Setting-up of a Resources Centre—1 Basic Ideas , by Adam H. Malcolm.
Computer Assisted Learning in the United Kingdom: Some Case Studies , edited by Richard Hooper and Ingrid Toye
Narional Resources for Education , published by the Scottish Centre for Educational Technology.
Aspects of Educational Technology VIII , edited by J. P. Baggaley, G. H. Jamieson, H. Marchant. Pitman.
Bowker AV Guide: A Subject Guide to Audio Visual Educational Material by Marion Koenig, Bowker. 相似文献
The Summative Evaluation of Curriculum Innovations , R. W. West.
The Analysis of Curriculum Materials , M. Eraut, L. Goad and G. Smith.
Audiovisual Techniques for Industry , John Halas and Roy Martin-Harris.
The Setting-up of a Resources Centre—1 Basic Ideas , by Adam H. Malcolm.
Computer Assisted Learning in the United Kingdom: Some Case Studies , edited by Richard Hooper and Ingrid Toye
Narional Resources for Education , published by the Scottish Centre for Educational Technology.
Aspects of Educational Technology VIII , edited by J. P. Baggaley, G. H. Jamieson, H. Marchant. Pitman.
Bowker AV Guide: A Subject Guide to Audio Visual Educational Material by Marion Koenig, Bowker. 相似文献
9.
Zarife Seçer 《International Journal of Early Years Education》2010,18(1):43-53
Any implementation of an inclusive policy is largely dependent on educators’ attitudes. In Turkey, many teachers who educate preschool children with Special Educational Needs (SEN), and who have not received in‐service teacher training (INSET) are observed to have negative attitudes towards their SEN students. The aim of this article is to examine differences between the attitudes of preschool teachers before and after an INSET course. Sixty‐six preschool teachers were selected for this study which had a single group pre–post‐test design. The teachers’ opinions and attitudes relating to mainstreaming SEN students in regular educational environments were assessed using the ‘Opinions Relative to Mainstreaming’ scale. The data indicate that these teachers were affected by the INSET programme in such a way that their attitudes towards the inclusion of SEN students became more positive. 相似文献
10.
Mary-Lynn Yates 《Educational Psychology in Practice》2018,34(3):300-314
This article explores the experiences of eight Educational Psychologists (EPs) in the UK who acted as expert witnesses at Special Educational Needs and Disability Tribunals (SENDIST) hearings in the last 12 months on behalf of their employing Local Authority (LA). A thematic analysis of semi-structured interviews with all eight EPs indicated two super-ordinate themes related to process and professional role. This included challenges with the quality of instructions, information sharing and a failure of mediation. An overarching theme suggested a sense of dissonance related to EPs’ perceived professional role as co-constructors of solutions, and the demands placed upon them by the adversarial appeals process. This paper explores possible ways in which to refocus the EP role in tribunals in order to support LAs to manage the appeals process more effectively. Furthermore, it is suggested that Educational Psychology Services should consider developing a formal commissioned role with LAs that positions mediation at the heart of EP tribunal work. 相似文献
11.
《British journal of educational technology : journal of the Council for Educational Technology》1990,21(1):64-65
Planning for Video: A guide to making effective training videotapes , Margaret Taylor
The Technique of Film Production , Steven Bernstein
Multi-image Design and Production , Phiz Mezey
Literacy, Schooling and Revolution , Colin Lankshear with Moira Lawler
Advanced Information Technology in Education and Training , Arthur Cotterell, Richard Ennals with Jonathan Harland Briggs
Text, ConText, and HyperText: Writing with and for the Computer , Edward Barrett
A Guide to Planning and Administering Government School Textbook Projects ( with special emphasis on cost-reduction factors ), Douglas Pearce
Peer Tutoring—A Guide to Learning by Teaching , S Goodlad and B Hirst
Teaching Students to Teach Themselves , Crawford W Lindsey
Community Education: an Agenda for Educational Reform , Garth Allen, John Bastiani, Ian Martin
The Effective Use of Role Play: a Handbook for Teachers and Trainers ( Revised edition ), Morry van Ments
Servicing Careers in the Post-Employment Society , Stewart Ranson and Peter Ribbins
Interactive Media: the Human Issues , Richard N Tucker
Mindweave , Robin Mason and Tony Kaye
Media and Literacy , Dennis M Adams & Mary E Hamm , Charles C Thomas
Scientific Photography , Alfred A Blaker
Schools as Sorters , Paul Chapman
Managing with Fax , E Deeson
Lewis M Terman: Pioneer in Psychological Testing , Henry Minton
International Yearbook of Educational and Training Technology 1989 , CW Osborne
Open Learning in Transition , Nigel Paine 相似文献
The Technique of Film Production , Steven Bernstein
Multi-image Design and Production , Phiz Mezey
Literacy, Schooling and Revolution , Colin Lankshear with Moira Lawler
Advanced Information Technology in Education and Training , Arthur Cotterell, Richard Ennals with Jonathan Harland Briggs
Text, ConText, and HyperText: Writing with and for the Computer , Edward Barrett
A Guide to Planning and Administering Government School Textbook Projects ( with special emphasis on cost-reduction factors ), Douglas Pearce
Peer Tutoring—A Guide to Learning by Teaching , S Goodlad and B Hirst
Teaching Students to Teach Themselves , Crawford W Lindsey
Community Education: an Agenda for Educational Reform , Garth Allen, John Bastiani, Ian Martin
The Effective Use of Role Play: a Handbook for Teachers and Trainers ( Revised edition ), Morry van Ments
Servicing Careers in the Post-Employment Society , Stewart Ranson and Peter Ribbins
Interactive Media: the Human Issues , Richard N Tucker
Mindweave , Robin Mason and Tony Kaye
Media and Literacy , Dennis M Adams & Mary E Hamm , Charles C Thomas
Scientific Photography , Alfred A Blaker
Schools as Sorters , Paul Chapman
Managing with Fax , E Deeson
Lewis M Terman: Pioneer in Psychological Testing , Henry Minton
International Yearbook of Educational and Training Technology 1989 , CW Osborne
Open Learning in Transition , Nigel Paine 相似文献
12.
Alan J. Marsh 《Educational Psychology in Practice》2018,34(2):208-221
As UK governments continue with the economic policy of deficit reduction from 2010, many Local Authorities’ (LAs) Educational Psychology Services (EPSs) have begun to develop “traded” models of service delivery in order to maintain jobs and secure services. Nevertheless, EPSs still provide a core service delivery to schools, settings and geographical patches for statutory and pre-statutory work, which needs to be equitably distributed within the team to apportion demands and workloads. This article will discuss how a work-allocation model has developed in recent years, with reference to case studies from three diverse LAs. 相似文献
13.
《Teaching Statistics》1983,5(2):63-64
Books Reviewed in this Article: Reading Between the Numbers: A Critical Guide to Educational Research. Basic Mathematics. By 0. and J. PERRY. 相似文献
14.
《British Journal of Special Education》1994,21(1):40-40
Effective Classroom Teamwork: Support or intrusion?
Differentiated Science Teaching
My Turn to Speak: A Team Approach to Augmentative Communication
Special Needs Education
Support Services and the Curriculum: A Practical Guide to Collaboration
Effective Schools for Disaffected Students. Integration and Segregation
Primary Teaching Skills
Is There a Desk with my Name on it? The Politics of Integration
The Ethics of Special Education 相似文献
Differentiated Science Teaching
My Turn to Speak: A Team Approach to Augmentative Communication
Special Needs Education
Support Services and the Curriculum: A Practical Guide to Collaboration
Effective Schools for Disaffected Students. Integration and Segregation
Primary Teaching Skills
Is There a Desk with my Name on it? The Politics of Integration
The Ethics of Special Education 相似文献
15.
Abstract Portage Guide to Early Education is a home‐based early intervention service for developmentally delayed preschool children. It consists of the triadic model of service delivery, a set of reading materials and a method of training parents to teach their own children. Each of these components are critically evaluated and recommendation made for the future development of Portage. Outcome studies are reviewed and evidence is found of developmental acceleration for mildly delayed children.
A wider range of dependent variables is needed to assess more fully the impact of Portage on both the child and the family. As yet no data are available on long‐term effects of Portage. The case is made for viewing Portage as one amongst several service options available for developmentally delayed preschool children and their families. 相似文献
16.
Rural Underpinnings for Resiliency and Linkages (RURAL) is an example of a Safe Schools/Healthy Students (SS/HS) project. RURAL provides services to children and families in a rural Kansas county. The county's rates of juvenile alcohol and illicit drug use are higher than state averages. The RURAL project was designed to enhance existing partnerships among three school districts, the local community mental health center, law enforcement, the regional prevention center, and Fort Hays State University. A significant number of evidence‐based strategies were implemented in the schools and community in a short period of time. Using a public health approach to increase school safety and promote healthy behaviors, RURAL introduced strategies designed to provide universal prevention for the school population, early intervention for at‐risk children and families, and intensive services for those with the greatest needs. Services were provided to students (preschool–young adults) and their families. School psychologists held key roles in the development, implementation, and management of the project. Preliminary evaluation findings are presented, and the importance of local process and outcome evaluation is discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 531–547, 2003. 相似文献
17.
"乡村教师"水平是我国基础教育质量保障的核心元素,"乡村教师"培训者团队水平对我国乡村教育精准扶贫及"乡村教师"的水平保障显得尤为重要,而乡村幼儿教师又是农村教育资源短板中的短板。文章基于受训者需求及培训课程体系的设计思路提出基于需求的"ACPR四维度"乡村幼儿教师培训路径、三大培训内容能力矩阵模块、四个培训阶段的"434"幼教培训者培训模式,创造性探索实践新时期乡村幼教培训者培训实践模式和改革路径,为更好地开展基础教育阶段教师相关培训工作提供借鉴和参考。 相似文献
18.
Odd Erik Havik 《Scandinavian Journal of Educational Research》2013,57(3):121-132
Nafstad, H.E. 1982. Preschool Children: Inquiry into Interconnections between Social Class, Language and Training Programs. Scandinavian Journal of Educational Research 26, 121‐139. Over the last few years there has been an increasing interest in the development and education of preschool children. Especially, there has been great interest in the linguistic and conceptual development of those categories of children who are most likely to become losers at school. Various attempts at reaching future school losers at an early stage to give them a better start in life ‐ for instance, by means of special preschool training programs — have not been unequivocally successful, however. The present article undertakes a critical examination of the basic premises underlying linguistic and conceptual training programs for preschool children. It is shown how widely used preschool programs are based on inadequate assumptions concerning language, language use and communication. 相似文献
19.
The role of a principal’s curriculum leadership has become an educational issue in Taiwan’s early childhood education. This study represents a pioneering attempt in adopting a target school interview, fuzzy Delphi, and analytic hierarchy process for constructing preschool principal’s curriculum leadership indicators. Fifteen experts and practitioners were involved in the Delphi panel and a two-stage questionnaire survey was administered. The findings revealed that preschool curriculum leadership indicators could be classified as 20 implementation items in six aspects: formation of preschool vision; organization and functioning of the preschool curriculum development team; control of the preschool curriculum implementation process; improvement of teachers’ curriculum professionalism; integration of different educational resources; and assessment of preschool curriculum implementation performance. Analysis of the relative weighting of curriculum leadership indicators reveals that the most important implementation items are “Ability to analyze the preschool’s background and features to provide a basis for development of a curriculum vision,” “Ability to construct a preschool curriculum vision together with other members,” “Ability to call together teachers to jointly establish a curriculum development team,” “Ability to secure resources from inside and outside the school to provide the environment and equipment needed to meet teachers’ curriculum and teaching needs.” These indicators emphasizing organizational cooperation, entrustment, and control under the context of the new leadership in Taiwan are in line with the Western concept of distributed leadership. 相似文献
20.
美国学前阶段特殊教育全纳安置模式述评 总被引：1，自引：0，他引：1
美国是实施全纳性学前教育最早的国家之一,以1986年颁布《全体残疾儿童教育法修正案》为标志性起点。美国教育部向国会递交并公开发表的有关特殊教育法实施情况的十多个年度报告从实践层面展示了为全面落实全纳政策,为学前阶段(3-5岁)残疾幼儿提供的8种全纳教育安置模式。这些模式能够为我国学前阶段全纳教育的理论和实践提供参考和借鉴。 相似文献