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James M. O'Toole 《Archival Science》2002,2(1-2):45-61
This article explores the relationship between records and various expressions of political and social power. Records are
often made and used for explicit, instrumental purposes, designed to put into effect the plans and desires of those with the
upper hand in certain relationships. They may also be used to enhance subtler forms of symbolic, emotional, and psychological
power. Drawing on a selection of historical examples, the essay argues that record making itself can sometimes be as potent
as any particular records resulting from that process. The essay concludes with some speculations on how these powers inherent
in records may be changing in the context of current technological developments. 相似文献
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Brian O'Toole 《Prospects》1995,25(2):311-319
Conclusion Few CBR programmes have developed beyond small-scale projects to large-scale innovations. Few governments have made any significant
commitment to and investment in the development of national CBR services. Most CBR programmes are regarded as ‘additional
programmes’. Moreover, the attempts that have been made to work within existing infrastructures have often meant the programmes
become little more than a minor facet of existing service provision, to which no particular priority is given.
However, despite these limitations, CBR has demonstrated, through several successful examples, what can be achieved. For relatively
little money, CBR can create better opportunities for disabled children and engenders in parents a sense that they can play
a significant role in the development process. Communities have become more aware of disabled persons in their midst and,
at times, have played a major role in planning ways of meeting their needs.
CBR offers a new approach to rehabilitation, policy makers, professionals, planners, community leaders and to the disabled
persons themselves.
Progress has been slow and uneven over the first decade of CBR. It is significant, however, that some of the most creative
examples of parental-professional collaboration have come from some of the poorest nations. It may be time for the developed
world to look towards the developing countries to find innovative approaches to meet the needs of disabled persons. It is
quite clear that traditional approaches can do no more than scratch the surface. A radical reappraisal of our respective roles
in the rehabilitation and education of disabled persons is required. CBR offers this new approach.
If, however, the vision and courage to tread new paths are lacking, then the danger is that more conferences will be held,
more declarations will be written, more slogans devised, and still 98% of the disabled population will remain totally unaware
of the international concern being voiced on their behalf.
Ph.D. An educational psychologist, O'Toole has been working in Guyana for the past sixteen years. He introduced the first
training programme in special education at the University of Guyana, and has been the Director of the Guyana community-based
rehabilitation programme. He has written widely on the issue of community-based rehabilitation and has co-edited a book with
R. McConkey entitledInnovations in developing countries in disability. He has carried out consultancies for the World Health Organization and a number of non-governmental organizations. 相似文献
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Brian O'Toole∗ 《欧洲特需教育杂志》2013,28(3):177-190
Despite the increasing recognition of the magnitude of the problem of disability worldwide still, in many parts of the world, the services are meeting no more than 2 per cent of those in need. The limitations of the Institutionally-Based model of service are explored from both a developing and developed country perspective. The potential of the Community-Based Rehabilitation model is explored. The WHO evaluation of the model is questioned on methodological and philosophical grounds and the need for an independent evaluation of the CBR approach is discussed. 相似文献
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OBJECTIVE: The major aim of this study was to determine the effect of characteristics of the case, the teacher, and the organizational setting on recognition and reporting of child abuse. METHOD: A factorial survey design was employed in which a probability sample of teachers (N = 480) responded to vignettes in which case characteristics were systematically manipulated. RESULTS: Analysis using OLS regression showed that case characteristics alone accounted for 50.30% of the variance in recognition and 51.08% of the variance in reporting: the strongest effects were from type and seriousness of abuse, positive behavior of the victim and positive psychology of the perpetrator. The inclusion of variables describing the teachers and the school explained only a very small additional proportion of the variance in teacher's responses. CONCLUSIONS: Teachers responses to child abuse are relatively unbiased by either the extraneous characteristics of the perpetrator or victim, the responding teacher, or the school setting. The findings do not appear to support the problem of "overreporting." There is evidence for "underreporting," particularly in less serious cases involving physical and emotional abuse. Teachers are undeterred by the many problems and fears that may accompany a report of child abuse to Child Protective Services. Teachers use discretion in reporting abuse they recognize. 相似文献
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OBJECTIVE: According to mandatory reporting laws for professionals, the relationship between initial recognition that a child may have been abused and the subsequent reporting of that suspected case of child abuse to the responsible agency would, at first glance, appear to be clear. However, this relationship has developed into one of the major social policy controversies of the recent past. Our major goal is to present research findings that address this social policy debate concerning the problems of underreporting and overreporting, focusing specifically on teachers. METHOD: A factorial survey design, that combines the advantages of the factorial experiment with those of surveys, was employed in a probability sample of teachers (N=480) who responded to vignettes in which case characteristics were systematically manipulated. Teachers responded with judgments about whether the vignette was child abuse and the likelihood that they would report this suspected case. Characteristics of the teachers and their work setting (school) were also measured. RESULTS: When comparing the teachers' recognition and reporting scores, we found that they gave the same score for 63% of the vignettes they judged, gave higher reporting than recognition scores (overreporting) for 4% of the vignettes, and gave higher recognition than reporting scores (underreporting) for 33% of the vignettes. Discrepancies between recognition and reporting (over and under reporting) were related to characteristics of the case, teacher, and school where the teacher was employed. CONCLUSIONS: Teachers in our Ohio sample evidence the use of professional discretion in making judgments about the recognition and reporting of child abuse and do not appear to make these judgments with equal certainty. Their use of discretion is more likely to result in underreporting than overreporting. 相似文献
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Brian O'Toole Roy McConkey 《International Journal of Disability, Development & Education》1995,42(1):33-40
Parents of children with disabilities are not getting enough help for their education, care and training. The prevailing model of rehabilitation based on institutional care, would absorb more than the total health and education budgets of most developing countries if serious attempts were made to meet the needs of all disabled persons through this approach. Community Based Rehabilitation (CBR) has therefore been suggested as an alternative approach to service delivery. For CBR to be a viable service provision a new concept needs to be developed of staff and training. This paper presents an outline of materials that have been developed in Guyana to meet the training needs of a new cadre of worker in the rehabilitation field. 相似文献
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In 1999, the primary curriculum was published in Ireland, with emphases on ‘breadth and balance’, recognition of the role of language and the arts and commitment to each child's potential and holistic development. In 2011, the Irish government published a strategy aimed to improve standards of literacy and numeracy among children and young people in Ireland, ‘Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020’. The approaches to address concerns over literacy and numeracy in Irish schools, taken by the Strategy, require deconstruction, and in this paper, we argue that the focus on literacy and numeracy to the exclusion of other educational objectives in Ireland at present threatens the holistic ethos of the curriculum. We challenge those involved in education in Ireland to ensure that pedagogical rather than political concerns motivate our strategies and policies. 相似文献