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ABSTRACT This article describes some aspects of a multi‐disciplinary exchange and research programme involving communities in Denmark, Germany, Italy and the United Kingdom. The major focus of the programme has been on the integration of children with special educational needs into mainstream settings in schools and communities with a specific reference to decision making processes. The point at which extra resources are given by the state and its agencies to an individual in need provides the unifying intercultural point of departure. Local cultures, including legislative and social imperatives, and their implications for research activity are discussed. Common themes in the transition and transformation of the various forms of welfare state provision within the member countries are identified and analysed. The relationship between different forms and levels of service provision and the practice of integration are discussed. 相似文献
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Bob Franklin 《教育政策杂志》2013,28(3):255-270
This paper explores how recent Labour governments have tried systematically to package educational and other social policies for media presentation and public consumption. This concern has resulted in the criticism that Labour is concerned with policy presentation above content: strong on policy spin but weak on policy delivery. The first section explores Labour’s attempts to set a favourable agenda in news media for its educational policies by implementing a rigorous news management strategy: the subsequent section analyses Labour’s unprecedented use of advertising to promote key areas of government policy. There is a particular focus on government advertising in the run up to the 2001 general election. The paper concludes that governments’ increasing reliance on advertising may cross the line which should separate the provision of public information from any attempt to persuade the public to support particular policy choices. 相似文献
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Bob Bibby 《English in Education》1983,17(2):1-6
Too often there is far too large a gap between the sort of literature recommended by the English teacher and the normal reading tastes both of children and adults (W. Stewart, 1950). 相似文献
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The “learning disability” label is a relatively new addition to the field of special education and its effects have begun to be investigated. This study examined the differences produced by two categorical labels on students impressions of the “disturbingness” of behavior and their willingness to work with the labeled child. Aggressive behaviors thought to be exhibited by learning disabled youngsters were rated differently from identical behaviors thought to be exhibited by emotionally disturbed children. Implications of this study suggest that the “LD” label may connote a milder form of disability; and that teacher and professional training institutions should consider the deleterious effects labels may convey with regard to expected behaviors. 相似文献
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