The biggest extension of rights in Europe? Needs,rights and children with additional support needs in Scotland     

Sheila Riddell  Duncan Carmichael 《International Journal of Inclusive Education》2019,23(5):473-490

ABSTRACT

The Education (Additional Support for Learning) (Scotland) Act 2004 boosted the rights of parents of children with additional support needs (ASN) by improving access to information, instituting a Code of Practice and establishing new redress mechanisms such as the ASN Tribunal and independent mediation. More than a decade later, Scottish legislation enacted in 2016 and implemented in 2018 attempted to increase children’s rights, broadly placing them on a par with those of parents and young people. This paper draws on data from an ESRC project entitled Autonomy, Rights and Children with Special Needs: A New Paradigm? (ES/P002641/1). Analysis of Scottish Government policy and legislation, key informant interviews and official statistics are used to examine the extent to which the new rights are likely to be realised in practice, given the complexity of the legislation and competition between discourses of needs, broadly synonymous with the wellbeing agenda and rights. The paper concludes with a discussion of the lessons which may be learnt from the Scottish experience, which will be of interest to an international audience.  相似文献   

Advocacy for gender minority students: recommendations for school counsellors     

Jack D. Simons  Matthew J. Beck  Nancy R. Asplund  Christian D. Chan  Rebekah Byrd 《Sex education》2018,18(4):464-478

Abstract

Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success.  相似文献   

Consulting Parents to Improve a Child Guidance Service     

Judith Hodgson  Sheila Mattison  Ellie Phillips  Gloria Pollack 《Educational Psychology in Practice》2001,17(3):263-272

This paper describes a study undertaken with a group of parents whose children had been referred to the Knowsley Child Guidance Service. A qualitative methodology was used to analyse in-depth interviews with parents. The results led to practical recommendations for the improvement of service delivery. These recommendations had implications for schools and other services involved with parents/carers and children. The survey also provided a base from which to develop a questionnaire for the continuing evaluation of good practice within the child guidance service.  相似文献   

Correspondence     

Sheila Paine 《The International Journal of Art & Design Education》2002,21(1):89-89

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The sexual abuse of young people with disabilities: Treatment considerations     

Sheila Mansell  Dick Sobsey  Lorraine Wilgosh  Andre Zawallich 《International journal for the advancement of counseling》1996,19(3):293-302

Research has indicated that sexual abuse of individuals with disabilities is frequently repeated and chronic, and often results in significant harm to the victim. Furthermore, while abusers are most often family members or acquaintances, many offenses are committed by paid service providers and occur in disability service settings. Findings indicate that victims with disabilities often experience difficulty in obtaining treatment services that are accessible and appropriately adapted to their needs. Based on the necessity of appropriate treatment, considerations and strategies are discussed for therapy adaptations to meet the special needs of sexually abused young people with developmental disabilities.  相似文献   

Get ready for the gamer generation     

Adam Carstens  John Beck 《TechTrends》2004,49(3):22-25

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Usefulness of serum CA 15.3 and histopathological prognostic indices in breast cancer     

R. Nalini  C. R. Wilma Delphine Silvia  Purnima M. Makhija  Sheila Uthappa 《Indian journal of clinical biochemistry : IJCB》2005,20(1):165-168

Prognostic factors influence the modality and course of therapy in breast cancer. These include both histopathological and biochemical variables. This study was aimed to find out if any correlation exists between the biochemical tumor marker-serum CA 15.3, and the lymph node staging of Nottingham’s Prognostic Index (NPI). It was observed that serum CA 15.3 showed a statistically significant correlation with lymph node staging of NPI. Therefore it is concluded that CA 15.3 can be utilized as a useful prognostic marker, particularly in cases where histopathological variables such as tumor size and grade have been altered by pre-operative chemotherapy.  相似文献   

Research Experience as a Component of Science and Mathematics Teacher Preparation     

Raphael  Jacqueline  Tobias  Sheila  Greenberg  Richard 《Journal of Science Teacher Education》1999,10(2):147-158

Journal of Science Teacher Education -  相似文献   

Makeover Or Takeover? The strange death of educational autonomy in neo-liberal England     

John Beck 《British Journal of Sociology of Education》1999,20(2):223-238

This paper is concerned with the erosion of educational autonomy in Britain in recent years. Employing an analytical framework derived mainly from the recent work of Basil Bernstein, it examines ways in which weakened boundaries between the educational and the economic/political spheres may be linked to attempts by government in Britain to take over, to an unprecedented degree, domains where educators and producers of knowledge have in the past enjoyed significant, although by no means unqualified, autonomy. Implications for changing educational identities are highlighted, as is Bernstein's central contention that we may be witnessing not merely presentational changes, but rather a fundamental redefinition of the relationship between knowledge and the knower. Certain aspects of the political and educational agenda of the present New Labour government are seen as continuing many of the directions of policy set by previous New Right administrations. It is suggested that such continuities at the level of politics and policy indicate the potency of neo-liberal forms of governmentality and the extent to which they have become entrenched. Postmodernist and modernist interpretations of these developments are briefly considered. Obstacles to effective contestation of the new modalities of control are discussed.  相似文献   

Promotion,Persuasion and Class-taste: Marketing (in) the UK post-compulsory sector     

Meg Maguire  Stephen J. Ball  Sheila Macrae 《British Journal of Sociology of Education》1999,20(3):291-308

Post-16 providers in the UK now offer a wide range of courses and training in order to respond to the expanded, diversified and 'non-traditional' post-16 market. School leavers are invited to 'choose' from a range of courses and pathways which are being provided in a variety of post-16 educational institutions. These providing institutions are in competition with one another and 'need' the students as their funds are contingent upon successful recruitment (and retention). As a result, many post-16 providers are turning to aspects of marketing in order to publicise their courses and maintain or increase their share of the market. This paper examines two major tactics in the promotion and marketing of post-16 provision-brochures and open days-in relation to issues such as access, targeting, response to 'difference' in the client group/market segment and 'professionalism' of approach. The paper argues that market tactics do semiotic 'work' as class-taste markers.  相似文献