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Including all learners: QCA's approach 总被引：1，自引：0，他引：1
Judith Wade 《British Journal of Special Education》1999,26(2):80-82
Judith Wade, QCA (Qualifications and Curriculum Authority) Principal Manager for Equal Opportunities and Access, outlines recent and future developments initiated by the QCA. She highlights the challenges faced by the QCA to encourage all staff to take into account all learners, including those with special educational needs. The points she makes are not only relevant to schools and LEAs (Local Education Authorities) but also to all community organisations and service providers. 相似文献
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This paper describes a meter for measuring short intervals of time. Full scale deflections of 0.001, 0.1 and 1.0 second can be obtained by the use of a selector switch. This meter will indicate the length of time a contact remains closed, or the interval of time between the closing of one circuit and the opening of another. The device has a linear acale for any chosem range. It measures time by the charge which flows to a condenser during the interval. The charge is found by reading the potential difference 0n the condenser with a sensitive vacuum-tube voltmeter.The theory of the circuit and its advantage over other devices for the same purpose are discussed. 相似文献
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Alexandre Vexliard Gordon Bishop Sinai Ucko Ingvar Werdelin Eric Hoyle Horst Magdeburg W. D. Halls Oskar Anweiler William W. Brickman R. Murray Thomas Edmund King Robert F. Lawson Anton Bemmerlein Gilbert L. de Landsheere H. H. Stern Klaus Schüttler-Janikulla Ben Morris Sherman D. Spector David A. Walker Robert J. Meeker Franklin Parker Joseph Majault Nigel Grant Rolland G. Paulston John B. Biggs Klaus Meyer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(3):343-380
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Leanne R. Ketterlin‐Geller Elisa M. Jamgochian Nancy J. Nelson‐Walker Joshua P. Geller 《Learning disabilities research & practice》2012,27(4):178-188
Appropriate assignment of accommodations is predicated on a clear distinction between target skills and access skills. In this study, we examine the agreement between test developer/researchers’ and educators’ classification of target and access skills as a possible explanatory mechanism for assigning accommodations. Findings indicate that participants with expertise in mathematics education had the highest agreement when classifying target skills, as evidenced by a higher overall sensitivity value and the greatest number of items with the highest sensitivity value. Conversely, special education faculty members had the highest overall agreement when classifying access skills, as evidenced by a higher overall specificity value. Mathematicians, however, had the highest sensitivity values for the greatest number of items. Implications for accommodation assignment practices are discussed. 相似文献
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