By mid-1986, there were 12 special schools catering for some 2,000 pupils; intellectually disabled, educationally subnormal, hearing impaired, visually handicapped, cerebral palsied and multiple handicapped. All these schools are run by Voluntary Associations with Government support in terms of funds, buildings and some teachers.
However, an analysis of prevalence figures indicates a possible shortfall in the numbers of disabled children actually attending special schools, and an over-concentration of these schools in one part of Singapore which might deter some parents from sending their children to the appropriate special school.
One major improvement in the quality of Special Education has been the systematic training (since 1984) of the unqualified Association teachers at the Institute of Education on the Certificate in Special Education Programme.
However, there would still seem to be a need for more therapists and para-professionals to support the services offered in the special schools. 相似文献
The research project was constructed in a number of early childhood centres in a variety of socio‐economic areas. All of these centres had an early intervention program in operation so that special needs or ‘exceptional’ children could be observed along with mainstream children.
The researcher is investigating children's learning styles to determine the children's preferred learning styles when exploring spatial concepts. The question of whether exceptional children progress through the same stages and in the same order as the mainstream children is also being considered.
Spatial concepts in early childhood is an area that seems to have been neglected by researchers in favour of the development of number concepts. This research project aims to add to our knowledge of how young children learn spatial concepts.
Purpose: Noting the theoretical and practical significance of showing that recognition can support reasoning, the reported research aimed to examine the possibility in relation to horizontal motion.
Sample: The research was conducted with 167 children (mean age = 9.51 years) from Years 4, 5 and 6 of an English-medium school located in Lisbon, Portugal.
Design and methods: Individual pre-tests were administered to all participants to assess initial reasoning about the direction and speed with which rolling balls travel after collision. Reasoning was assessed in the sense of both predicting and explaining. Thereafter, about two-thirds of the sample worked with software that, via simulations of the incorrect patterns that were typically predicted (and comparison with simulations of correct patterns), engaged recognition as feedback on reasoning. The remaining children became an untutored control group. Replicating characteristic computer use in classrooms, half of the software sample worked as singletons with adult guidance available on request and half worked in pairs without the option of guidance. A few weeks later, all participants were post-tested following pre-test procedures.
Results: Pre- to post-test change amongst the children who worked with the software exceeded pre- to post-test change within the control group, and this was observed with both predictions and explanations. The differences were strongest amongst the children who worked as singletons, even though they seldom requested adult support.
Conclusions: Although issues remain to be addressed before the approach can be optimized, its viability as support for reasoning has been demonstrated, and this may have relevance beyond horizontal motion. 相似文献
Results suggested that the reading accuracy of the RD group was predictably weaker than that of the CAC group but equivalent to that of the RAC group. However, the reading speed of the RD group was significantly slower than the RAC group, who showed the same single word reading speed as the CAC group.
Slow and laboured decoding was found to compromise the reading comprehension of the RD group, whose listening comprehension performance was as good as the two other groups. The RD children performed poorly on phonological awareness tasks and naming speed. Naming speed was not an independent core feature of reading difficulties in the Greek language but was associated with a general phonological deficit.
It is recommended that diagnostic assessments for children with reading difficulties in Greek should include phonological awareness, single word reading and pseudoword reading tasks that measure both accuracy and speed. 相似文献
The study is based on the concepts of the creativity theory of Wallach and Kogan (1970) and the capacity theory of Renzulli (1986) and Monks (1981) developed within the framework of humanistic and cognitive psychology.
The researcher analysed 6,000 drawings and the same number of oral statements produced by 643 children attending two types of pre‐schools and living in three different habitats. The research also covered teachers working with the 6‐year‐old children.
The following were used in the study: the test ‘Draw‐a‐Man’ of Goodenough; Guilford's tests of divergent thinking; Uszynska's Questionnaire of self‐estimation; The Schaefer's and Aaronson's Classroom Behaviour Inventory Pre‐school to Primary Scale; Popek's Questionnaire of Creative Behaviour ‘KANH’, and Uszynska's Questionnaire for parents.
The results of the research confirm a great differentiation of creative capacity levels of children and suggest that the most significant factors determining them are the pedagogic ones, which may directly or indirectly be influenced by the preschool teacher. 相似文献
The overall approach to health education is identified as highly individualistic in its emphasis on individual responsibilities, attributes and skills necessary for achieving health. Contradictions, distortions and gaps inherent in this model are revealed. These contribute to identifying this kind of health education as an ideology, which serves least the needs and interests of those children who are likely to experience the greatest ill‐health.
The ways in which this approach is inappropriate for schoolchildren are illustrated by a case study, which compares the drinking experiences of a group of children with the alcohol education materials designed for them.
To conclude, improvements to both health education for slow learners and more generally to health education in schools are discussed. These include the development of an approach which is both child‐centred, and critical in locating individual choices about health within the social, economic and political contexts of local communities and wider society.
Afterwards, they heard a reminiscence of Christmas in another land, and applied their imagination to drawing cards appropriate to that.
The whole exercise was in the context of trying to give explicit reasons for signs which have implicit basic cultural significance, and the authors raise the question of whether at least partial knowledge of reasons is important in this type of semiological context, and whether making intuitive knowledge explicit could make a difference to learning. 相似文献
In countries of low and moderate levels of human development children are more likely to use commercial symbol‐making tools first in schools, not homes. The symbol‐making tools most widely available to young children are pencils and crayons. Yet, when commercial tools are unavailable, children create their own, using objects from the natural environment.
The pencils used by most young children are standard adult‐sized while crayons, brushes, and markers are more varied in size. In most countries children use symbol‐making tools freely and with adult direction. Nonetheless, adult‐directed tool use decreases and free use increases as human development levels rise.
Place of residence, socio‐economic status, teacher and parent educational levels, and commercial availability account for often wide within‐country variations in child access to and use of symbol‐making tools. Finally, symbol‐making tool design and use appear to be based on tradition rather than research.
Aims.
The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.
Sample.
The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.
Method.
The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.
Results.
When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.
Conclusion.
The results were considered to have implications for the origins and treatment of problem behaviour. 相似文献
While searching for a new method that would be more effective, I was introduced to Louis Ormont's theories regarding the Group Experience involving adults.
Immediately I began to see the possibility of adjusting the adult Group Process to address the needs of the 5‐6‐year‐olds in my kindergarten class.
In my presentation I will discuss Dr Ormont's theory as I see it relating to my classroom and describe how I implement the Group Process and the results that were achieved over three years’ time with several classes of children.
My presentation will give new meaning to the terms ‘Group Meeting’ and ‘Behavioural Modification’ in the kindergarten classroom. In my mind the results are enormously positive. Children learn to take charge of their own behaviour and are strengthened by the feelings of group membership and personal empowerment. 相似文献
This relationship was maintained to two situations, (i) when the factor of verbal intelligence was controlled statistically, (ii) when a sub‐sample of subjects within a narrow IQ range was selected for separate analysis. The Verbal Expression subtest also showed moderate correlation with LCI in four out of five analyses, thus lending support to the “process” construct in the ITPA model. No connection was found between any of the psycholinguistic subtests and fluency of language production. The validity of the ITPA as a test of oral language performance was questioned. 相似文献
Purpose: The purpose of the study is to determine the effect of the concept cartoon-embedded worksheets on grade 9 students’ conceptual understanding of Newton’s Laws of Motion.
Sample: Within a quasi-experimental research design with control group, the sample consisted of 102 grade 9 students (aged 15–16 years) enrolled in an Anatolian High School. They were randomly assigned to control (52 students) and experimental groups (50 students).
Design and methods: While the control group followed the existing physics instruction, the experimental one was exposed to the concept cartoon-embedded worksheets. To collect data, two scales (Newton’s Laws of Motion Test –NLMT– and Interview about Instances –IAI) were employed.
Results: The results indicated that the experimental group performed better than did the control group.
Conclusions: It can be deduced that the concept cartoon-embedded worksheets are effective in improving grade 9 students’ conceptual understanding and in replacing their alternative conceptions with scientific ones. 相似文献
There is worldwide research concerning the application of social studies to kindergarten. In Greece, specifically, there is no relevant data about this subject.
Therefore, the current study was carried out in order to find out, interalia, I) whether kindergarten teachers occupy students with social studies activities, 2) if they do occupy them, in what social studies activities children engage more frequently and 3) the self‐assessed adequacy of the kindergarten teachers’ training and their attitudes concerning the application of social studies activities to kindergarten.
In order to collect the necessary data for this study, three hundred kindergarten teachers, from urban and non‐urban areas of Greece, were given a questionnaire and the conclusions drawn from their answers form the basis of the study.
In order to gain greater data validity, the recorded answers were cross‐referenced with informal observations in classrooms of teachers who participated in the study. 相似文献
This account is that of one country teacher operating in northern South Australia where distance education has now changed to be offered, Statewide, by a series of open access schools and has also been regionalised to be offered at the initiative of Education Department Regional Centres with a broad responsibility for education of children in their region. The article makes no pretence to being considered as ‘international research literature’ — some will question whether or not it is even distance education. It is being published at my request.
The teacher functions in an areaof small country towns 50 km apart and with 500 or so people. Not too much further north, into sparsely‐watered country, the towns are likely to have 50 or so people and are up to 500 km apart!
What the paper does highlight is that there are professional people ‘out there’ who see themselves as having a stake in distance education. Central administrators and those who regard themselves as scholars in distance education are only a part of the personnel in distance education.
Ed. 相似文献
Our youngest children have not been untouched by this. For the first time in our history there is a political commitment to serve young children and to provide resources for this.
Supported by intense research and investigation, and a sector deeply committed to improving conditions for young children, their families and communities, a comprehensive national policy and training framework for early childhood education and care has been developed.
This article begins by setting the context for early childhood education and care in South Africa. The article focuses on the principles which direct programme and service delivery, the development of a training framework, the role of lobbying and advocacy networks, strategies for improving the quality and increasing quantity of provision, and the role of non‐governmental organisations in service delivery. 相似文献
All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.
The integrated training program includes:
- studies in the areas of education and social science;
- studies in two major subjects which are later to be taught at school;
- practical studies and activities.
The new model leads to the following degrees:
- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;
- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.
Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.
In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.
In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations. 相似文献