The deployment,training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in mainstream secondary schools     

Wendy Symes  Neil Humphrey 《British Journal of Special Education》2011,38(2):57-64

Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.  相似文献   

Debt: the reality of student life   总被引：1，自引：0，他引：1  

Peter McCarthy  Robin Humphrey 《Higher Education Quarterly》1995,49(1):78-86

During the 1980s, a political consensus developed concerning the need to increase participation in higher education (Walker and Wright, 1990). How to finance this increase, however, was a matter of contention. While successive Conservative governments demonstrated a commitment to increasing the number of students, this aim was subordinate to their central concern of controlling public expenditure, which meant they were not prepared to meet the cost of expansion totally from the public purse. As a consequence, alternative ways of financing students were introduced which, as this paper will demonstrate, have led to a higher education system subsidized by student debt.  相似文献   

File maintenance of MeSH headings in MEDLINE.     

S M Humphrey 《Journal of the American Society for Information Science》1984,35(1):34-44

This article addresses file maintenance of subject headings in the National Library of Medicine's MEDLINE, a bibliographic retrieval file which is indexed using Medical Subject Headings (MeSH), NLM's subject authority. The emphasis is class maintenance in which sets of records in MEDLINE are changed by maintenance actions which reflect yearly changes in MeSH. Specific types of maintenance action are described with examples to highlight problem areas. Class maintenance failures, checking class maintenance, and informing end-users of MeSH changes resulting in class maintenance are discussed. Technical constraints and feasibility are not analyzed in detail; rather, the approach is geared toward requirements and impact of maintenance from the standpoint of vocabulary specialists and end-users. The article concludes with a brief statement on defining file maintenance policy.  相似文献   

美国对数字出版中侵权现象的应对措施     

谢伊·汉弗莱  童雯 《出版科学》2007,15(1):12-15

美国现有的版权法律条文不能有效地应对数字出版商们的忧虑.尽管数字作品可以享受和印刷作品同等的版权保护,我们似乎仍然需要新的法律条文和理论来应对数字作品和技术的特殊性质.在面对与数字侵权有关的问题上,美国通过立法、改进美国版权署的职能以及签订国际条约或协定,缓慢开始颁布一些关于数字侵权的条文.数字侵权虽然在庭审中得以应对,但法庭运用的是传统版权概念中的"合理使用"来分析数字侵权.目前,人们只能通过诉讼的方式迫使美国法庭建立一套能充分解决电子侵权的法律体系.  相似文献   

The inspection and testing of cements     

Richard L. Humphrey 《Journal of The Franklin Institute》1902,153(1):23-42

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SOME NOTES ON LATIN AMERICAN UNIVERSITIES     

Humphrey Humphreys 《Higher Education Quarterly》1954,9(1):58-65

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What does ‘inclusion’ mean for pupils on the autistic spectrum in mainstream secondary schools?     

Neil Humphrey  Sarah Lewis 《Journal of Research in Special Educational Needs》2008,8(3):132-140

The last decade has seen a groundswell of developments in educational policy in the UK relating to inclusive education for students with special educational needs (SEN). However, whether government policy has been fully implemented in schools remains a concern. The experience of students with autistic spectrum disorders (ASDs) provides an excellent case in point. An increasing number of such students are now educated in mainstream schools, but the limited research in this area has indicated that their experience of school is often marked by bullying, social isolation and anxiety. In light of this, the aim of the current study was to examine the extent to which inclusive educational policy was actually reflected in the practices of four mainstream secondary schools. An exploratory case study approach was adopted, utilising interviews with pupils, teachers, other school staff (e.g., senior managers, learning support assistants) and parents, observations of lessons and other contexts (e.g., lunch time), and document analysis. Our findings highlighted a number of school practices which acted as facilitators or barriers to students’ learning and participation, some of which were generic to SEN provision, and some of which appeared to be specific to those on the autistic spectrum. A discussion of these is presented to enable further understanding of, and inform practice relating to, the inclusion process for students with ASDs.  相似文献   

Intervention for children with language impairments: a model of evidence-based outcome research     

Gillian Parkinson  Neil Humphrey 《Journal of Research in Special Educational Needs》2008,8(1):2-12

Over the past 30 years successive governments in the UK have endeavoured to make the statutory framework suitable for children with special educational needs (SEN). More recently, efforts have been made to personalise children's learning, making educational experience more innovative and responsive to the diversity of needs in schools. A drive is emerging in health and education to develop and evaluate intervention strategies for children with language impairments (LIs), which is both methodologically challenging and rewarding. The current review demonstrates difficulties encountered with using evidence-based (evidence-related) outcome research involving children with LIs. Many studies have inherent methodological problems such as small sample sizes, ill-matched groups and designs that are difficult to replicate or compare. Such approaches are unlikely to yield significant results, or if they do, it is difficult to devise clear guidance regarding choice of intervention strategies. In the light of these difficulties, theoretical, methodological and practical issues are discussed herein and a model is proposed to assist in enabling interventions to be identified, evaluated in a robust manner, and the results shared with educators. We suggest that the use of a process-driven model ensures a more rigorous approach when undertaking large-scale systematic, evidence-based research into the effective approaches to teaching children not only with LIs but across the field of special needs education.  相似文献   

Grief counseling training in counselor preparation programs in the United States: A preliminary report     

Keren M. Humphrey 《International journal for the advancement of counseling》1993,16(4):333-340

A survey of counselor preparation programs was conducted to document the status of grief counseling training in the United States. Respondents gave their opinion about the importance of teaching grief counseling and their reasons for including/not including grief counseling in their curricula. Specific information about the manner in which grief counseling is currently being addressed in counselor preparation programs was also gathered. Results from 135 programs indicated that training in grief counseling is considered important by most respondents, most programs do address grief counseling, and grief counseling is taught primarily by infusing the topic into various courses. Class lecture/discussion was the most frequently reported method for teaching grief counseling. Suggestions for further research on grief counseling training are included.  相似文献   

Emotional Intelligence and Education: A critical review     

Neil Humphrey  Andrew Curran  Elisabeth Morris  Peter Farrell  Kevin Woods 《教育心理学》2007,27(2):235-254

In recent years there has been an increased interest in the role of emotional intelligence in both the academic success of students and their emotional adjustment in school. However, promotion of emotional intelligence in schools has proven a controversial pursuit, challenging as it does traditional “rationalist” views of education. Furthermore, research findings in this area have been inconsistent at best. In this article we discuss the following key questions relating to this important debate. What do we mean by emotional “intelligence”? What impact would improved emotional intelligence have on learners’ emotional health and well‐being, academic achievement, and other adaptive outcomes? Can emotional intelligence be taught? It is felt that these are the key issues for consideration in developing policy, practice, and further research in this area.  相似文献