首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 468 毫秒
1.
This article contributes a current thematic review of literature about the challenges of productive parent–professional partnership working relating to children and young people with special educational needs and disabilities (SEND). It also reports on an empirical project which explored early experiences of professionals working under the newly statutory SEND Code of Practice 2015 and asks what new challenges have emerged for SEND parent‐partnerships. Particular consideration is given to the language of choice and preference in the Code, the new focus on outcomes in the place of specified provision, and the problematic construction of compliant partners.  相似文献   

2.
Export education in New Zealand has grown rapidly since 1990, earning significant foreign exchange and underwriting the finance of domestic education. As principal owner of education institutions, the national state is the primary investor. Previous governments treated the ‘industry’ as both windfall and cash‐cow as they advanced the neo‐liberal project of disentangling state from economy and making education providers self‐regulating. The current ‘Third Way’ inspired government has adopted a more prominent management interest in the making of this globalising industry. A new Code of Practice enacts multiple technologies of control from quality control to standard setting, benchmarking, certification and audit. Legitimated by a discourse of concern for the pastoral care of school‐aged students, it requires institutions to provide detailed information. The Code makes ‘the industry’ visible, makes a market, controls brand NZ education, regulates through consumer assurance, and imposes direct disciplinary controls on institutions. The Code of Practice makes apparent the ambitions and governmental technologies of the ‘augmented’ neo‐liberal state, and is a pivotal structure in the constitution of the industry and of the globalising processes that define it. The paper uses governmentality analysis to uncover these technologies of control and to consider their part in the constitution of both industry and globalisation.  相似文献   

3.
Abstract

This article explores the provenance and features of the new Code of Practice for special educational needs and then reports on research on the implementation of the Code in one Local Education Authority. It is argued that the Code has managerial, curricular and consumer dimensions, all of which have a number of implications for policy and practice, for both LEAs and schools. In particular, the Code can be seen as a mechanism for controlling and targeting resource allocation as well as a means of increasing accountability in relation to provision and partnership with parents. The Code is also closely linked to the changing role of LEAs and is therefore likely to affect the relationship between LEAs and schools.  相似文献   

4.
The aims are, firstly, to explore the origins of the Code of Practice for special educational needs (SEN) and the establishment of the appeals Tribunal and, secondly, to assess the likely impact of each. The concept of quasi‐market is introduced as the general background to developments in education. The origins of the Code are posited ultimately in the Warnock Report's recommendations and subsequently in the recorded trends in SEN following the Education Act, 1981. The origins of the Tribunal are also located in these latter and in particular the difficulties surrounding the increased volume of litigation and appeals. There concludes a prediction of little change for SEN from the introduction of the Code but an increased activity for the Tribunal.  相似文献   

5.
This study describes the initial validation of an innovative social‐‐behavioral observational assessment tool that is designed to be used on a repeated basis to assess growth and development of social competence over time to: (a) identify the social functioning of all students, (b) assist in planning support for students at risk, and (c) evaluate the effectiveness of individual and system‐wide interventions. Eighteen first‐grade students were monitored over an 8‐week period using the Initiation‐Response Assessment (IRA) Code. The School Social Behavior Scales, a published teacher rating scale, was included as a criterion measure. Estimates of reliability and criterion‐related validity were calculated for the IRA. The measure's sensitivity to growth over time and between‐group variability were also assessed using hierarchical linear modeling procedures. Results indicate that scores on this measure are stable, and tap constructs similar to those assessed via teacher rating. © 2008 Wiley Periodicals, Inc.  相似文献   

6.
Tony Lingard is special educational needs co-ordinator (SENCo) in a large comprehensive secondary school. He believes that the requirements of the Code of Practice detract from his capacity to support pupils with special educational needs. Anticipating the introduction of a revised, but still significant, bureaucratic burden in the new Code, he reports his use of a questionnaire to gather the views of other secondary SENCos in his LEA. The results are challenging but compelling. Do individual education plans (IEPs) help subject teachers to address individual pupils' special educational needs? Do targets help pupils and parents to engage with priorities for learning? Would whole-school strategies for meeting special educational needs be more effective, efficient and inclusive than the current individualised system? Tony Lingard's article will prompt reflection in schools around the country as SENCos await the launch of the revised Code.  相似文献   

7.
The introduction of a new Special Educational Needs and Disability (SEND) Code of Practice in 2015 marked one of the most significant reforms to the SEND statutory assessment process in England since its introduction over 30 years ago. This article presents the findings of a small‐scale study that aimed to identify the extent to which the reforms have successfully addressed some of the shortcomings of the former Statementing process. Interviews, questionnaires and a focus group were used to gain the perspectives of parents, young people and professionals from education, health and social care services in two local authorities in the English Midlands. The research found that the new Education, Health and Care (EHC) assessment and planning process has been effective in some areas, particularly in achieving greater parental involvement and a more person‐centred approach. However, important issues remain unresolved. The data suggest that greater consistency in interpreting and applying legislation, and in individual professional practices, are still needed to fully achieve the intentions of the new system. Some recommendations for practitioners are proposed.  相似文献   

8.
A note from the Working Group of the Joint Committee on Testing Practices:
The Code of Fair Testing Practices in Education (Code) prepared by the Joint Committee on Testing Practices (JCTP) has just been revised for the first time since its initial introduction in 1988.
The revision of the Code was inspired primarily by the revision of the Standards for Educational and Psychological Testing (AERA, APA, NCME, 1999) and recent changes in testing practices in a variety of professions.
The revised Code (JCTP, 2004) has been endorsed by all seven member associations of the Joint Committee, which includes representatives of the National Council on Measurement in Education, as well as the American Counseling Association, American Educational Research Association, American Psychological Association, American Speech-Language-Hearing Association, National Association of School Psychologists, and National Association of Test Directors. The mission of the JCTP is to provide "a means by which professional organizations and test publishers can work together to improve the use of tests in assessment and appraisal."
The revised Code is likely to continue having a major impact on the development and use of testing and assessment in education. It is presented in this issue of Educational Measurement: Issues and Practice and may be reproduced in whole or in part without fees or permission, provided that any reproduction includes appropriate citation. Additional information about the Code may be obtained from: Joint Committee on Testing Practices, Science Directorate, American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242.  相似文献   

9.
In typical development, emergent literacy skills predict successful reading abilities. Code‐related literacy skills may include letter knowledge, print concepts, early writing and early phonological awareness. Meaning‐related literacy skills may include lexical and grammatical ability, story retelling and comprehension. Children with ASD (autism spectrum disorder) show, on the most part, poor reading comprehension abilities, yet up to date, research regarding emergent literacy skills in ASD is limited. We conducted a study to investigate a naturalistic, standards‐based national literacy programme, for five kindergartners with ASD, of age 5‐8 years in their kindergarten setting. We implemented an ASD‐adapted intervention as an intensive group treatment over 6 weeks, with a pretest–posttest design to examine emergent literacy gains. The children with ASD demonstrated gains in both code‐related and meaning‐related skills following intervention. The clinical and theoretical implications are discussed regarding the importance of an intensive structured literacy intervention for children with ASD before entering school.  相似文献   

10.
The Draft Code of Practice on the Identification and Assessment of Special Educational Needs lays down a five-stage procedure for responding to special educational needs (SEN). Announcing the launch of consultations on the code in the House of Commons on October 26, Schools Minister Mr Eric Forth described it as 'setting a whole new framework for special education in the future' and as 'a major step forward'.  相似文献   

11.
150 11‐year‐old children were given the following tests of learning style and personality: (a) the Group Embedded Figures Test, (b) a test of Levelling‐Sharpening, (c) the Verbal‐Imagery Code Test, (d) the Betts Test on Mental Imagery, (e) the Matching Familiar Figures Test and (f) the Junior Eysenck Personality Inventory. A factor analysis of the scores on the tests indicated four factors which were labelled: Differentiation, Representation, Response Efficiency and Neuroticism. Tests (a) and (b) loaded on Factor I, tests (c) and the extroversion of (J) on Factor II. One of the scores from (e) loaded on Factor III, and the neuroticism of (f) on Factor IV. In order to compare learning with cognitive performance, one measure which loaded highly on the factor was taken for each of the first three factors and used together with sex as a predictor of performance on the immediate recall of concrete and abstract prose passages. An analysis of variance indicated two significant interactions: (1) extroverts did better on the abstract than the concrete prose passage recall, while for the introverts the opposite was found, (2) all three style measures and sex interacted in their effect on prose recall.  相似文献   

12.
The purpose of this article is to analyze Soviet school codes as part of a continuous tradition in Russian education and as a way of arriving at a portrait of Soviet schoolchildren. The article is divided into two parts. The first part provides a brief historical overview of the codes of conduct in prerevolutionary and Soviet school policy and practice. The body of evidence that we consider includes resolutions of the Soviet government, Soviet regulations about schooling, as well as the corpus of codes of conduct for Soviet schools stretching from the 1930s to the 1980s. The history of codes of conduct in the Soviet school system can be told in several stages: an initial period of complete rejection of all codes of conduct (1917–27), a period of gradual legitimation through the issuance of government resolutions (1927–35), a transitional period of waiting for the adoption of regulations promised by government resolution (1935–43), a decade (1943–54) during which all requirements were based on the “Code for Students,” adopted in 1943, and finally a gradual transition period when disciplinary functions became subject to uniform requirements (1954–72). The “Code for Students” promulgated in 1943 differed from a similar set of rules issued in 1874 as the former sought to construct an ideal image of the Soviet school and student. The fact that the new “Code” came to play a largely symbolic function meant that it lost its ability to actually regulate school discipline on a day-to-day basis.  相似文献   

13.
A key principle upon which the Revised Special Educational Needs and Disability (SEND) Code of Practice 0–25 (2015) is based is children's involvement in decision‐making that affects them, and a significant change is the removal of the term ‘behaviour’ and an emphasis on social, emotional and mental health (SEMH) needs. To ensure that child involvement is a practical reality for children with SEMH needs, staff in schools benefit from a range of evidence‐informed strategies for engagement and participation. This article describes an approach to the provision of learning mentor services for children with SEMH in a primary school based on partnerships between the children and staff in establishing and measuring change. Limitations are noted and suggestions for future developments are also made.  相似文献   

14.
对清代夫妻相犯法律适用的分析，考察《大清律例》的实际运作情形、律与例的关系，具体来讲，《大清律例》有治罪明文时，夫妻相犯案件基本上严格援引律条，少数引用条例，即以律为主，以例为辅，个别情况下，以例改律、以例废律、以新例破旧例等。  相似文献   

15.
ABSTRACT

Attention has been given to the revised National Association of Social Workers (NASW) Code of Ethics that guides social worker use of technology. The revision of the NASW Code of Ethics has signaled a transition in the profession toward ethical online practice using modern techniques and contemporary tools. Practicing social workers are applying these new ethical standards, and many social work educators are doing so when using information and communication technologies with students. However, little research focuses on teaching social work students about digital ethics and professional online conduct. This paper explores the importance of preparing social work students for ethical online behavior.  相似文献   

16.
介绍了日本公司法从1898年诞生到2005年的发展变革历程：1898年的明治商法典被认为是日本公司法正式诞生的标志,经历了德国化阶段和美国化阶段,2005年公司法典颁布后,日本公司法从商法典中彻底脱离,形成一个新的体系.梳理了日本公司法在这个变革中的发展轨迹与特征.  相似文献   

17.
新的刑法修正案（七）对斡旋受贿的有关规定有了新的调整,扩大了这一罪的犯罪主体范围。而新的变化引起了对没有变化的原条文中“利用本人职权或者地位形成的便利条件”这一犯罪构成要件存在的反思。国家工作人员对其他国家工作人员存在着不可避免的制约关系,当利用其他国家工作人员的职权时,行为人的国家工作人员身份必然产生影响,刑法没必要将便利条件设为刑法要件。刑法第388条与一般受贿存相比有着自己的独立罪状,应该有自己的独立罪名,斡旋受贿。  相似文献   

18.
The Special Educational Needs and Disabilities (SEND) reforms have been reported as the most significant reforms of their kind for over 30 years. Through the Children and Families Act 2014 the Government is seeking to effect cultural change regarding SEND. The SENCo is responsible for the operational and strategic aspects related to SEND provision within the school and as such could be considered a key implementer of the reforms. This article forms part of a PhD research project which is developing research within the area of SEND policy reform, through exploring and analysing the in‐depth experience of the SENCo as a policy implementer during the first academic year post‐reform. This article discusses the emerging themes from one of the wider data sets which sought to gather the views of SENCos six months after the introduction of SEND reforms and the SEND Code of Practice.  相似文献   

19.
The Code of Practice in schools: learning from Recording of Achievement   总被引：1，自引：0，他引：1  
The debate about the Government's Code of Practice on the Identification and Assessment of Special Educational Needs has largely been concerned with procedural matters and resource implications, and not about developing appropriate teaching and learning responses to children with special needs. Robin Richmond (formerly a Senior LEA Inspector for SEN, now a Registered Inspector and Educational Consultant) argues that the process of Recording of Achievement has much in common with, and can inform, the school based stages of assessment in the Code of Practice. Recording of Achievement is an approach to assessment which recognises individual achievement, and in the process, identifies individual learning needs, and involves the learner in reviewing progress and setting new targets. It is, like all effective special education, child centered.  相似文献   

20.
Experimentation with substances is typical for many young people, but unfortunately some will go on to develop substance abuse problems that substantially affect their lives. Successfully intervening with students who use or abuse substances is a challenge for school mental health professionals across the nation. There is a need for evidence‐based practices that school professionals can use when working with students who have substance abuse problems. This article provides school professionals in secondary settings with current information on student substance use rates, evidence‐based individual and group interventions, and discussion of the 42 Code of Federal Regulations, Part 2 (42 CFR). © 2008 Wiley Periodicals, Inc.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号