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1.
《British Journal of Special Education》1976,3(2):11-12
Mel Ainscow, headteacher of Castle School, a day ESN(M) school in Walsall, and David Tweddle, educational psychologist in Walsall's Psychological Services, discuss the educational psychologist's role in the ESN(M) school 相似文献
2.
《British Journal of Special Education》1984,11(1):11-13
The PAIRS Project, a new venture with primary school parents in Walsall, is described by Phil White, educational psychologist, Wiltshire LEA, Jonathan Solity and Chris Reeve, educational psychologist and principal educational psychologist respectively, Walsall LEA 相似文献
3.
《British Journal of Special Education》1979,6(4):8-10
Separate language classes are valuable in providing a secure early base for language handicapped children in ordinary schools, suggests Alan Hurford, student educational psychologist, Newcastle University, and David Hart, educational psychologist, Newcastle upon Tyne 相似文献
4.
《British Journal of Special Education》1978,5(1):15-16
Mel Ainscow and Janet Bond, headteacher and deputy head respectively at Castle ESN(M) School, Walsall, Jill Gardner, educational psychologist, Walsall, and David A. Tweddle, senior educational psychologist, Birmingham, discuss area resource centres 相似文献
5.
《British Journal of Special Education》1985,12(3):123-124
A well planned, well resourced unit system can be a stepping stone to the full integration of children with special educational needs, write Dr Lorna Selfe, educational psychologist, Hereford and Worcester Education Department, and Peter Gray, educational psychologist previously with Hereford and Worcester and now on the staff of the London Borough of Barking and Dagenham. 相似文献
6.
《British Journal of Special Education》1979,6(3):28-31
Neville Jones, principal educational psychologist Mike Burnham, senior adviser for special education, and Clare Coles, area educational psychologist, Oxfordshire education authority, describe an experiment in mixed ability teaching with ESN(M) and ESN(S) children in Abingdon 相似文献
7.
《British Journal of Special Education》1986,13(4):162-164
Data-Pac materials which enable teachers, in conjunction with educational psychologists, to compile individual programmes of tasks and targets for children with learning difficulties are being used in a growing number of LEAs. Peter Leadbetter, senior educational psychologist, Birmingham Education Department, and David Winteringham, senior educational psychologist, Coventry Education Department, describe how the programmes work. 相似文献
8.
《British Journal of Special Education》1988,15(4):169-171
Is regular story telling to individual children a more effective way of improving their language development than an objectives-based approach with the teaching of specific skills, as the authors suggest? This is one of the questions raised in this small study by Jeremy Swinson, senior educational psychologist, Liverpool, and Chris Ellis, senior educational psychologist, West Sussex. 相似文献
9.
《British Journal of Special Education》1982,9(4):6-9
Ordinary class teachers have been enabled to gain special skills to help children with reading difficulties. Geoff Trickey, principal educational psychologist, London Borough of Barking and Dagenham, and Lisa Crispin, research psychologist, University College, London, report 相似文献
10.
《British Journal of Special Education》1983,10(3):8-12
James Muncey, senior educational psychologist, and Mel Ainscow, adviser, special educational needs, Coventry, describe an in-service programme which is based on the premise that all teachers are teachers of children with special educational needs 相似文献
11.
《British Journal of Special Education》1986,13(1):6-7
Formal assessments under the 1981 Education Act can be superficial and overinfluenced by narrowly defined educational considerations, suggests Geoffrey Bookbinder, educational psychologist and part-time tutor at the Open University. 相似文献
12.
13.
This paper describes a social skills programme run in one primary school designed to promote children's cooperative skills and anger management. The programme was staffed by Child and Adolescent Mental Health professionals with educational psychologist and school support. Eight children with severe emotional and behavioural problems participated and completed the 20‐week programme. Pre and post data were collected for the children, parents and teachers. Parents were supported by regular meetings and domiciliary visits from an assistant psychologist. Teaching staff met regularly with the team and had frequent supportive contact with the assistant psychologist. Two educational psychologists‐in‐training made an independent qualitative evaluation of the programme, interviewing the children, their parents and teachers, as well as members of the multi‐agency team. After attending the group, the children showed a significant reduction in their anxiety, parents reported a significant reduction in oppositional behaviour and teachers a significant reduction in attention‐deficit hyperactive difficulties type behaviour. All measures showed a significant or positive trend, although there was some disappointment in the level of parent participation in the school‐based parent meetings. Reasons for this are discussed and the case for multi‐agency social skills interventions is made, along with a broader discussion of the role of the educational psychologist. 相似文献
14.
《British Journal of Special Education》1989,16(4):149-152
Issues related to the national assessment of children with special educational needs, including standard assessment tasks, are discussed by Rea Reason. The author is tutor for professional development in educational psychology, Centre for Educational Guidance and Special Needs, Manchester University, and senior educational psychologist in Oldham. 相似文献
15.
Peers as Paired Reading Tutors 总被引：1，自引：0，他引：1
《British Journal of Special Education》1986,13(3):103-106
Pupils from the peer group can be more effective as reading tutors than the parents of children with reading difficulties suggests Sam Winter, formerly an educational psychologist in Cleveland, now lecturer in educational psychology at Hong Kong University. 相似文献
16.
A fragile site on the X chromosome has been implicated in developmental disabilities among both males and females who possess learning disabilities, mental retardation, attention deficit disorders, and behavior problems. For the most part, medical diagnosis has been of little value to the school psychologist or educator. The diagnosis of fragile X syndrome does possess specific educational implications, especially during the early school years. Data on the characteristics and treatment of patients that can assist the school psychologist in program planning and appropriate referral are presented. The school psychologist is in a most advantageous position to recognize children who are in need of medical consultation and chromosomal analysis. Treatment includes appropriate educational programming, trials of folic acid among prepubescent males, and medical treatment for those manifesting an attention deficit disorder. Family counseling is available for “at-risk” families and should include prenatal diagnosis. 相似文献
17.
This article discusses a cooperative effort between developmental optometrists and school psychologists in meeting the total needs of children with learning problems. The private practice of the developmental optometrist would provide the applied psychologist a setting for providing community-based preventive psychology. The role of the applied psychologist in providing psychological and educational assessment, consultation services, direct psychological interventions, and coordination of services is discussed. 相似文献
18.
19.
《British Journal of Special Education》1995,22(1):16-19
Although the 1981 Education Act encouraged LEAs to integrate pupils with special educational needs, responses varied widely. Stephanie Lorenz, an LEA educational psychologist, considers the effects of legislative change on the integration of a cohort of pupils with Down's Syndrome in one LEA. 相似文献
20.
由多元智能理论引发的对教育改革的思考 总被引：24，自引：0，他引：24
美国著名心理学家加德纳提出的多元智能理论在智力观、教学观、评价观、学生观等方面对我国的教育改革具有重要的指导意义,值得我国教育理论和实际工作者,结合我国学校教育与教育改革的现状和问题深入思考和研究。 相似文献