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1.
Abstract Until April 1987 mentally handicapped children were legally excluded from education in Northern Ireland. Provision was made instead in special care schools administered by social services authorities. This contrasts with the position in the rest of the UK where all children have been educated in schools administered by education authorities since the early 1970s. A survey was conducted to investigate aspects of provision in special care schools. Comparative samples of special schools for children with mental handicap in England, and special schools for other categories of children with special needs in Northern Ireland were also surveyed. Results show that the special care school pupils were disadvantaged often seriously, compared with the other samples. Staffing ratios were inferior in most respects of provision. Other resources were often criticized by head teachers as inadequate. The special care school transport system was also shown to be seriously deficient, causing the length of the school day to be reduced for a very large proportion of pupils. The inadequacies identified impinged particularly on severely and profoundly handicapped pupils, despite earlier Government arguments that the interests of this group could be damaged in a transfer to education. Nearly one fifth of the special care school population were aged 19 and over, and nearly one third of the profoundly handicapped pupils were 19 or over. In many cases adults and children shared the same facilities. These results are compared and contrasted with Government documents which claimed parity of provision in special care schools and special schools in England, and which adopted a stated policy of normalization in the development of services for the mentally handicapped. 相似文献
2.
Ana Gortazar 《欧洲特需教育杂志》2013,28(1):56-70
ABSTRACT The past 20 years have seen major efforts to extend and reform the system of general education in Spain. Some of the most important reforms are contained in legislation passed in 1990. These developments have direct relevance to the reform which has also been taking place in the system of special education. Official policy is that integrated provision should be available in all schools, but in the short term the system has set itself an initial and more limited objective. 相似文献
3.
Jean McNiff 《Irish Educational Studies》2013,32(1):139-150
Abstract This paper attempts to assess policy making for special educational needs in Northern Ireland (NI) from the reform in 1996 of procedures for the identification of pupils with disabilities to current proposals for the reform of procedures for the selection of pupils for secondary education. The reports of Dyson (DENI, 1998b) and Bums (DENI, 2001a), focussing respectively and exclusively upon provisions for disabilities and abilities, are proposed as defining events in a period during which significant advances towards a more inclusive education provision coincided with disparate and fragmented policies for special educational needs. Drawing upon policy documents, regional reports and statistical evidence, the paper attempts to assess progress towards the inclusion for pupils with special educational needs in NI and to gauge government intentions to encourage greater inclusion for such pupils. 相似文献
4.
Pei Wen Chong 《Discourse: Studies in the Cultural Politics of Education》2016,37(4):600-613
ABSTRACTThis paper investigates influential discourses embedded within policy documents and policy-makers’ accounts to trace special education development in Malaysia. With a heavy reliance on the medical model, the distinction of the ‘educable’ and ‘ineducable’ based on self-care abilities is incongruent with inclusive ideals that support learner diversity. The diagnosed disability types of students bear a strong influence on their educational settings and learning pathways, leading to many students with physical impairments relegated to community care centres outside the schooling system. The proportion of pupils in special schools remains low, yet special classes are expanding exponentially resulting from growing diagnoses of various kinds of learning disabilities, particularly the category of ‘slow learner’. This calls into question whether the increasing use of special classes leads to an improvement of support provision or the growing failings of the Malaysian general education system. 相似文献
5.
Graham Rodbard 《欧洲特需教育杂志》2013,28(3):221-230
Abstract The comparative study of education systems and processes is a greatly undervalued science. This report argues that there is much to be learned from the study of the Dutch system of special education in informing proposed developments in its UK counterpart. Despite inevitable cultural and evolutionary differences between the systems, careful study can potentially prevent the failings in one being replicated in the other. This is nowhere more relevant than in relation to the integration versus segregation debate. Though it is argued that Dutch constitutional law has severely handicapped developments in Dutch special education, particular practices such as the systematic approach to planning, the extensive use of negotiated contracts, the development of integrated support systems and the close association between research and provision seem to be most worthy of serious consideration within the context of a rapidly changing system of UK special education. 相似文献
6.
Kari Tuunainen 《欧洲特需教育杂志》2013,28(2):190-199
ABSTRACT Finland shares with its Nordic neighbours a broadly common orientation to provision for pupils who have special educational needs. Over recent decades, the country had invested substantially in this area, especially through the supply of specially qualified teachers. Recent legislation has moved the system more definitively towards provision in the ordinary school but there can be tension between, on the one hand, the demand for appropriate education in the child's local school, and on the other hand, economic stringency and demographic reality. 相似文献
7.
8.
ABSTRACT Educational provision and practice is being radically changed in England and Wales and the introduction of the 1988 Education Reform Act is having a significant impact on all aspects of school and post‐school provision. This paper considers some of the developments relating to further education including the issue of inclusive education and the position of special needs coordinators during a time of extensive change. 相似文献
9.
James G. Deegan 《Irish Educational Studies》2013,32(1):88-97
Abstract The initial and inservice education and training of adult tutors has been described as “the biggest challenge facing the field of adult education” (UNESCO 1985). Studies and reports from many countries suggest that although the importance of, and the necessity for such preservice education is clearly recognised, few substantive efforts to meet this challenge have been made. This paper attempts to unravel the factors contributing to inadequacies in the preparation and training of professionals in the field of adult education. In Ireland, as in other countries, a host of organisations and agencies make provision for the education of adults. However, adult education is virtually “invisible” in contrast to other sectors of education. The situation is due, mainly, to the lack of status ascribed to, or achieved by adult education. The structural location, the content and the process of adult education have been identified as the major contributory factors responsible for this low‐status. Inadequate provision for the preparation, training and retraining of adult educators is one of the causes of the low status of adult education and also the effect of such status. The “patternless mosaic” of agencies providing courses and their attempts to offer professional training to their personnel are examined and some remedies to up‐grade both the status of the adult educator and the totality of adult education are suggested. 相似文献
10.
《Educational research; a review for teachers and all concerned with progress in education》2012,54(2):125-136
Background: Teacher education is an area of concern both in the policy and practice domains in both international and national contexts. Internationally, there are a wide range teacher education programmes and there is also considerable diversity with reference to policy approaches that operationalise such provision. Purpose: This paper focuses on teacher education policy in Ireland and explores the relationships that exist between policy and teacher education as a sub-system of the education system. Sources of evidence: Data from Governmental legislation, discussion papers, professional bodies commentaries, institutional practice and research. Main argument: The paper provides a critical analysis of existing policy and practice in the area and it reflects on recent policy approaches in the context of the difficult economic circumstances, which Ireland has been experiencing since 2010. Conclusions: The process of policy formation has been historically slow and rarely rational. It is likely to remain so for the foreseeable future given the current fiscal crisis and the need to further reduce public spending, with teacher education viewed primarily in terms of promoting economic objectives. 相似文献
11.
R.F. Dearden 《牛津教育评论》2013,39(3):279-288
Abstract The management by local education authorities (LEAs) of provision for special educational needs has long proved problematical, especially in mainstream schools. In the period following the 1981 Education Act, many LEAs sought to develop a ‘continuum of provision’ by the central direction of resources into the mainstream, but with limited success. In the wake of the 1988 Education Act, LEAs will need to pursue a more collaborative approach to the development of special needs policy. Examples of such approaches are studied and a model of an interactive relationship between schools and LEAs is proposed. Finally, the implications for LEA support services are discussed together with suggestions of a distinctive role for institutions of higher education. 相似文献
12.
《Journal of moral education》2012,41(3):243-249
Inclusive education is central to contemporary discourse in special needs education. There are difficulties, however, in allowing the concept to be a key organising principle for educational provision. These difficulties are set out. It is argued that setting aside the preoccupation with inclusion would result in a clearer focus on core educational values and, in particular, on students' learning and development. 相似文献
13.
Abstract Collaboration between general and special education teachers has been viewed as important to the successful education of students with disabilities who are served in inclusive classes. The purpose of this study was to analyze and compare the perceptions of a national sample of general and special education teacher educators regarding their perceptions of actual and ideal emphases placed on specific collaborative roles in teacher preparation programs for general and special education teachers. The authors analyzed the data and found significant differences between teacher educator perceptions of the degree of emphasis actually placed on collaborative roles and the degree of emphasis that should be placed on these roles in teacher preparation programs. 相似文献
14.
Stephanie Keating 《欧洲特需教育杂志》2013,28(4):533-544
The education of pupils with special educational needs in Ireland has generally been influenced by national and international inclusion policy and legislation so that the majority of these children now take their place alongside peers in mainstream classrooms. In Ireland, a support network comprising the teacher and additional classroom assistance now characterises much inclusive school provision. Such support is often provided via learning support teachers, resource teachers and special needs assistants (SNAs), the latter group being the focus of this article. Whilst the professional credentials of this post have evolved in other jurisdictions, the position of the SNA in Ireland has remained largely unchanged, with a job specification that continues to emphasise its caring, non-teaching nature. This article will consider the juxtaposition of the statutory functions of SNAs with their reported role(s) in Irish classrooms. Using quantitative and qualitative data, it will explore the professional profile of the SNA, identify current perceptions on the nature of this post and consider its collaborative potential within an inclusive education system. 相似文献
15.
Sally Power 《牛津教育评论》2016,42(3):285-298
AbstractThis paper examines the positioning of the Welsh education system within contemporary policy debate and analysis. It begins by outlining some of the ways in which education policy and provision in Wales differs from that of its neighbour, England, and then goes on to critique how these differences have been represented in both the media and by members of the educational research community. Indeed, the paper argues that these representations constitute a form of misrecognition. It is tempting to counter this misrecognition with assertions of the superiority of the ‘Welsh way’—and certainly pronouncements of a ‘crisis’ in Welsh education appear to be as much politically-driven as evidence-based. However, such an approach would underplay the very real challenges that face Wales—challenges which are both like and unlike those facing England, Scotland and Northern Ireland. The paper concludes that we need a serious engagement with national divergences across the four nations of the UK—as well as elsewhere. The case of Wales highlights the need to undertake not only comparative analysis but also relational analysis if we are to enhance our understanding of the changing politics of education. 相似文献
16.
The development of a system of regulation in early childhood care and education (ECCE) in Ireland was a slow process. Some decades passed between initial calls for regulation and the actual implementation of standards in 1997, reflecting the delay and inaction that has characterised ECCE policy implementation in general in Ireland. The present system has been criticised by some as not being far-reaching enough and a review, originally promised in 2001, is still overdue at time of writing. The question arises as to whether a regulatory system can fulfil the dual functions of, first, ensuring that services are meeting acceptable minimal standards and, second, supporting services to improve quality of provision beyond minimum standards and which promote children's development and learning. This question is explored in the light of discussions with the various stakeholders, recent policy developments in ECCE in Ireland, and the international debate on the relationship between regulations and quality. 相似文献
17.
Joel Kivirauma 《Scandinavian Journal of Educational Research》2013,57(3):193-200
Abstract This article examines the development of special education in the Finnish compulsory education system in the 1980s. The main emphasis is on evaluating the extent to which the aim of integrating special education has been achieved. Special education is also evaluated in relation to school level and gender. The main result of this examination is that the aim of integrating special education has only partially been achieved. Integration has been achieved in the sense that part‐time special education is the major form of education. Nevertheless, the amount of pupils involved in traditional types of special education has also continued to increase substantially in the 1980s. Two out of three pupils in special education are still boys, but the proportion of girls has clearly grown in SMA teaching. 相似文献
18.
ABSTRACTIn many cases, political circumstances do not allow formal for transitional justice processes to occur in countries undergoing a transition from a violent past. In this paper, we ask if education can become a default front line of transitional justice work in the absence of explicit action by the state to address past injustices. Drawing from interviews with educators and using a new citizenship education programme in Northern Ireland as our case study, we argue that several factors, including organisational constraints within the education system, limit the potential of the programme for supporting transitional justice goals. While the effectiveness in this particular case is limited, Northern Ireland provides an example of a citizenship education programme that has moved away from an emphasis on national identity and embraced human rights. Other divided societies might find this model to be an effective conduit in which to promote transitional justice. 相似文献
19.
Northern Ireland has achieved political stability and its devolved government is now tackling public policy issues neglected during periods of sectarian violence. Notwithstanding the prevailing political optimism, one legacy of the conflict is a deeply divided society. This is particularly manifest in the education system where around 90% of children attend either state (controlled) schools (de facto Protestant) or Catholic (maintained) schools, with integrated schools accounting for less than 6% of the school population. In an attempt to address this duplication of services, in the context of 85,000 empty desks, external funders have piloted an initiative entitled The Shared Education Programme (SEP) where schools working in cross‐community partnerships deliver shared classes and activities in order to improve education outcomes. This paper attempts to: quantify the educational returns for pupils participating in the SEP; articulate the qualitative reconciliation benefits from the perspective of teachers, parents and pupils; and, locate the findings of the research in the ongoing policy debate about restructuring education provision in Northern Ireland at a time of budget retrenchment and declining school rolls. 相似文献
20.
Naoko Ota 《International Studies in Sociology of Education》2013,23(1):43-60
This article aims to describe the general framework of the teacher training system and its recent reform in Japan. As elsewhere, Japanese society is moving into an era of mass higher education provision. Since initial teacher training is provided by universities, the reform of teacher training is a part of the higher education restructuring that is also under way. At the same time, Japan is facing educational problems in compulsory education. The Educational Personnel Training Council of Japan is recommending reforms, which attempt to create a new type of teacher to cope with these educational problems. This opens the way for the Japanese state to develop more direct control over the curriculum and assessment of teaching staff in universities. The Ministry of Education is attempting to develop new control methods of 'Evaluative State' strategies. The reform of teacher education system exemplifies this shift. 相似文献