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Ian Dempsey Phil Foreman 《International Journal of Disability, Development & Education》2001,48(1):103-116
Autism spectrum disorder remains a heterogeneous and puzzling disability, and it is the subject of a wide variety of theories about its aetiology and treatment. This paper reviews recent research on educational approaches to the management of autism. Approaches include sensory-motor therapies, applied behaviour analysis, communication therapies, multi-treatment programs, and play and group therapy. Recommendations are made about the selection of appropriate educational approaches for individuals with autism. 相似文献
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Gerald V. Teague 《Research in higher education》1982,17(2):179-186
Whether current policies governing external consulting during institutional time are adequate is being discussed both within and outside of academe. Many institutions are presently reviewing their consulting policy statements to determine their adequacy in light of pressures to more closely monitor outside work by their faculty. Faculty, on the other hand, are concerned with what they see as a movement to restrict consulting opportunities. A review of institutional documents shows most large universities do not address in a formal, written manner many important considerations of the consulting arrangement. As a result, confusion and confrontation over control of noninstitutional work for compensation is present. 相似文献
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Ian Dempsey Phil Foreman Josephine Jenkinson 《International Journal of Disability, Development & Education》2002,49(1):31-46
The extent to which legislation and special education policy have impacted on the nature of the educational enrolment of students with a disability in Australia has not been clearly addressed. Although there are no detailed and systematic national data on the enrolment of students with a disability in inclusive settings, special classes and special schools in Australia, some broad trends are apparent. The legislative background to these trends is discussed. As might be expected, there are variations in the nature of the educational enrolment of students with a disability across the states and territories of Australia. Enrolment trends in the two most populous states, New South Wales and Victoria, are examined and discussed within the context of their respective special education policies, disability discrimination legislation, and educational precedent. 相似文献
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ABSTRACT Ten mainstream‐educated children with physical handicaps that restrict their independent mobility, aged between 7 and 11 years, were compared with matched classmates on measures of spatial awareness and cognitive mapping skills. Compared with their classmates, the handicapped children were significantly worse at drawing plan maps of their classrooms, placing missing objects on accurate classroom maps, and pointing in the direction of distant landmarks on the school campus. All motorically impaired children were deficient on one or more measures (whether brain damaged or not). Awareness of spatial relations is likely to be important for the development of several intellectual skills, and since physically handicapped children may be disadvantaged in this area, it is worthy of special attention from teachers and support staff. 相似文献
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This paper presents the outcomes of interviews with 29 parents of school-aged students with high support needs, centred on aspects of educational programming and service delivery. The aim of the study was to better understand the views and experiences of parents in relation to priority curriculum areas, programme development, perspectives on integration and socialization, and factors that support student alertness and engagement. This is an area that has received little attention to date in the literature. 相似文献
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Starla D. H. Officer Jim Grim Monica A. Medina Robert G. Bringle Alyssa Foreman 《Peabody Journal of Education》2013,88(5):564-577
Given the mounting call for academic achievement gains in America's public schools—particularly urban schools labeled “failing”—the need for community engagement to tackle a host of underlying social challenges warrants the resources of the nation's colleges and universities (Harkavy & Hartley, 2009). Because colleges and universities are often underutilized anchors of resources in communities, coordinated alignment of K-12 and higher education goals can create a seamless pipeline of educational attainment for communities challenged to produce high academic achievement. Higher education's engagement with community schools further helps to address the whole child and their families in K-12 education by expanding the opportunities for the students and community to access necessary support services. Drawing upon experiences of Indiana University Purdue University Indianapolis (IUPUI) and collaboration with its adjacent neighborhoods, this article illustrates the transformative and relevant impact of university and community engagement, as well as new pedagogical approaches to teaching, learning, and training. This article reflects upon the experiences of IUPUI and nearby George Washington Community High School as it can uniquely serve as a roadmap for other school community/university partnerships that are interested in embarking upon a similar education reform path. 相似文献
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Leesa M. Foreman 《School Leadership & Management》2018,38(3):242-258
Reflecting post-bureaucratic organisation theory, education reformers intended charter schools to empower school-level leaders, most typically principals, with autonomy to pursue clear, student-centred missions. Yet little research explores whether charter school principals have more power than traditional public school counterparts. We summarise the limited literature addressing the issue. Second, we present findings from interviews with nine charter leaders from six US states who have experience in leading both charter and traditional public schools, a unique data set. Both prior research and our findings suggest that generally, leaders feel more likely to be held accountable for results in charter schools than in traditional public schools. Furthermore, without oversight from school boards and central office administrators, charter leaders report having more power over budget and personnel, and more ability to collaborate with teachers. At the same time, standalone charter leaders report needing business support and training, while those from charter management organizations feel free to focus on academic success. 相似文献