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Tony Cooper Keri Wilton Ted Glynn 《International Journal of Disability, Development & Education》1985,32(1):5-11
This study sought to determine the prevalence of mildly retarded children in a sample of 312 primary school classes (N (pupils) = 8,967). Schools were chosen at random from each of the eight Psychological Service districts of metropolitan Auckland; all Grade 2‐5 classes in the sample schools were included in the investigation. Eighty percent of the teachers surveyed believed they had one or more mildly retarded children in their classes, yielding an overall prevalence rate of 8.04 percent (N = 721). Approximately one‐third of the children designated as mildly retarded were considered by their teachers to be not coping academically as well as socially, but of these 75 percent had not been referred for special educational consideration. Comparisons among the eight districts revealed that prevalence/referral rates and characteristics of identified/referred children did not differ significantly across districts. Results are discussed in terms of their policy implications for the identification and referral of mildly retarded children in need of special educational services. 相似文献
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Ted Goodhew Professor R. F. Dearden John Alcock Caroline Lodge 《Pastoral Care in Education》2013,31(3):231-240
Ted Goodhew, T.R.I.S.T. Advisory Teacher, Berkshire County Council, ‘New Directions in Pastoral Care’, Edited by Peter Lang & Michael Marland, 1985 Blackwell — Professor R. F. Dearden, University of Birmingham, Profiles and Records of Achievement, Patricia Broadfoot (ed) 1986 Holt, Rinehart and Winston £6.50 paperback Pat Salder, Education for Capability, Ed Tyrrell Burgess N. F. E. K./Nelson 1986 £10.95 John Alcock, University of Warwick, Solo Monologues for Drama,John Goodwin and Bill Taylor 1985 Edward Arnold Ltd £2.15 Caroline Lodge, White Hart Lane School, London, Sharing,Beryl Heather FPA Education Unit 1984 52pp £3.50 相似文献
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This paper reports a small-scale project to develop a prototype web-based information system to support teaching and learning
within the modern languages department of a comprehensive secondary school. The system was developed in close consultation
with the teaching staff and the work is presented within the broader context of knowledge management systems and their potential
use in an educational environment. 相似文献