A national survey of speech and hearing difficulties in primary school children in Barbados     

Garry Hornby  Ben Stabler  Bruce Alleyne  Glenroy Cumberbatch  & Kaye Sargeant 《British Journal of Special Education》2000,27(4):197-201

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The Tasks Before Us     

Garry R. Walz 《Counselor Education & Supervision》1966,5(4):173-174

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Perceptions of the educational counsellor's role in Kuwaiti secondary schools     

Kazem Abal  Garry Hornby 《International journal for the advancement of counseling》1994,17(4):249-262

The counselling literature has frequently reported problems of conflict and ambiguity within the counsellor's role, and its possible dysfunctional effects. Early studies in Kuwaiti secondary schools have suggested that conflicting perceptions of the educational counsellor's role may exist, which need to be addressed if the guidance programme is to be improved. This study examined differences in perceptions of the role of educational counsellors held by students, teachers and counsellors themselves. Questionnaires were completed by a sample of 300 students, 300 teachers and 30 educational counsellors located across Kuwait's five educational zones. Their ratings of the importance of 20 counsellor activities revealed differences in perceptions between the three groups of respondents, indicating that role conflict and ambiguity may indeed be a problem. Possible reasons for this, with specific reference to the Kuwaiti context, are discussed.  相似文献   

Special education's zombies and their consequences     

Garry Hornby  James M. Kauffman 《Support for Learning》2023,38(3):135-145

Zombies are defined as ideas or persistent myths that should have died out but have not. Special education's biggest zombie is that only full inclusion brings about true social justice and the most effective education for students with disabilities. Three examples of specific zombies about full inclusion are presented. First, that full inclusion has been internationally accepted policy since the Salamanca Statement in 1994. Second, that the feasibility of full inclusion has been demonstrated in some countries. Third, that there is extensive evidence that inclusion is more effective that special education. Six strategies that have been used to promote these inclusion zombies to the general public and legislators in various countries around the world are discussed. These are: reframing the problem; denying its reality; portraying special education as something of which most people disapprove; presenting full inclusion as something most people want; making the distinction between the two maximally stark; casting all challenges to the zombie as addressing the wrong question or relying on flawed research and demanding unthinking belief in full inclusion. It is concluded that special education's zombies related to full inclusion must be exposed, challenged and finally eradicated so that future education provision for children with disabilities can focus on achievable goals and evidence of effectiveness rather than placement.

Key points

• Special education's biggest zombie is that only full inclusion will bring true social justice to schooling because special education is essentially an inappropriate way of dealing with diversity; is a relic of the last century, unfairly discriminatory and exclusionary.
• Three inclusion zombies are: that full inclusion was recommended by the Salamanca Framework; that full inclusion has been shown to be a feasible approach to meeting all special needs; and that there is convincing research evidence that inclusion is more effective than special education. All three zombies are false but widely disseminated.
• Six strategies are used to promote full inclusion zombies: reframe the nature of the problem; deny the reality of the situation; portray special education as something generally disapproved of; present inclusion as something most people want; make a stark distinction between the two; cast all challenges to the zombie as flawed.
• Full inclusion zombies must be exposed, challenged, and eradicated, so that continued development of theory, research and practice in the education of young people with special needs can once again be the main focus of educators in this field.

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