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Gertrude M. I. Wamae Rachael W. Kang'ethe-Kamau 《British Journal of Special Education》2004,31(1):33-40
Three languages are widely used in schools in Kenya – English, Kiswahili and Kenya Sign Language. Many pupils with hearing impairments are taught separately from the mainstream, in specialist settings. The fact that most of the formal teaching, assessment and examination processes in Kenyan schools rely upon spoken and written English compounds the separation of these pupils from the mainstream of education and, potentially, from the mainstream of society. In this article, Gertrude Wamae, graduate assistant in the Department of English and Linguistics at Kenyatta University, and Rachael Kang'ethe-Kamau, lecturer in the Department of Special Education at Kenyatta University, discuss the relationships between language, hearing impairment and inclusion in the Kenyan context. The article suggests that the use of signed exact English would enhance opportunities for inclusion for those with hearing impairments and that programmes of teacher training need to take account of persuasive research in this area. The article closes with a plea for further research, carried out collaboratively by educationalists, linguists, teacher trainers and practitioners, to develop policies and practices suited to more inclusive futures. The article is based on a paper presented to the International Conference on Inclusive Education run by Maseno University in September 2002. 相似文献
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Zuckerman: Scientist Extraordinary by Bernard Donovan BioScientifica, Bristol, 2005, 555pp. ISBN 1‐901978249 £24.95 Negotiating licences for digital resources by Fiona Durrant Facet Publishing, 2006, ISBN 1 85604 586 2 Metadata for Information Management and Retrieval By David Haynes Facet Publishing, 2004, ISBN 1 85604 4890 相似文献
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Bernadette Robinson 《Distance Education》1999,20(2):181-204
The use of open and distance learning for non‐formal education is much less canvassed in the literature than for formal education. This paper provides a case study, grounded in practice, of the first open and distance learning for non‐formal education in Mongolia, a developing country undergoing rapid transition in the 1990s from a command to a market economy and from communism to a multi‐party democracy. The paper outlines the project and its context, explains the rationale for it, and analyses its achievements, limitations and lessons. It also identifies the additional problems for Open and Distance Education (ODE) in a context of rapid economic transition. 相似文献
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How Exemplar Counselor Advocates Develop Social Justice Interest: A Qualitative Investigation
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Melissa Robinson Swartz Dodie Limberg Joshua Gold 《Counselor Education & Supervision》2018,57(1):18-33
The authors examined the experiences of 10 peer‐nominated exemplar counselor advocates using grounded theory methodology (Strauss & Corbin, 1998 ). Analysis by the authors yielded a model of how exemplar counselor advocates develop a social justice interest and provided key insights on how counselor educators can enhance social justice interest in their students. Implications for supervisors and scholars are presented. 相似文献
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Alan Robinson 《Learning, Media and Technology》1993,19(3):127-137
The use of videoconferencing enabled teachers, enrolled for in‐service training on three different sites in Northern Ireland, to work together. This not only facilitated educational co‐operation, but also community co‐operation. There are some technical and educational drawbacks, which are discussed. 相似文献
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Robert L. Robinson 《Higher Education in Europe》2001,26(4):567-575
In 1997, the University of Texas (UT) System initiated the development of the UT TeleCampus, a centralized facilitation point for distance learning. The TeleCampus opened its virtual doors in May 1998. At the start, its focus was entirely on support services for students. By late 1998, however, the TeleCampus had begun developing what would become collaborative benchmark on-line programmes for the UT System. Since then, in developing more than twelve complete on-line degree programmes, the administrators of the TeleCampus have learned lessons about creating and maintaining quality in collaborative, Web-based, distance, for-credit, education courses and degree programmes. Some of the key issues arising from the collaborative nature of these programmes and methods that are used to ensure that each course meets a high-quality standard are discussed. 相似文献