Three languages are widely used in schools in Kenya – English, Kiswahili and Kenya Sign Language. Many pupils with hearing impairments are taught separately from the mainstream, in specialist settings. The fact that most of the formal teaching, assessment and examination processes in Kenyan schools rely upon spoken and written English compounds the separation of these pupils from the mainstream of education and, potentially, from the mainstream of society. In this article, Gertrude Wamae, graduate assistant in the Department of English and Linguistics at Kenyatta University, and Rachael Kang'ethe-Kamau, lecturer in the Department of Special Education at Kenyatta University, discuss the relationships between language, hearing impairment and inclusion in the Kenyan context. The article suggests that the use of signed exact English would enhance opportunities for inclusion for those with hearing impairments and that programmes of teacher training need to take account of persuasive research in this area. The article closes with a plea for further research, carried out collaboratively by educationalists, linguists, teacher trainers and practitioners, to develop policies and practices suited to more inclusive futures. The article is based on a paper presented to the International Conference on Inclusive Education run by Maseno University in September 2002. 相似文献
The research discussed in the present paper, set out to find how a sample of Singaporean adolescents perceived and managed different sources of stress. The sample totalled 212 pre-university students with equal numbers of boys and girls, and a mean age of 17 years 5 months. The students attended a number of junior colleges in the republic, with the sample ethnicity reflecting national proportions. Measures of stress included Behaviour Profile, Life Events, School Stress Factors, Home-School Stress Conditions and Stress Symptoms. All measures were administered as questionnaires.
The results showed that several features of Type A behaviour emerged and that school examinations, job aspirations, school work and homework were the principal stressors. Fear of the unexpected, exhaustion and lack of concentration were the most quoted stress symptoms. Science students appeared to be more stressed than arts students.
Among the main management strategies employed by these adolescents at home, were listening to music, reading and exercise, while stress in school was managed through self control, self-sufficiency and sharing problems with peers. In the main, most students seemed to be able to cope by adapting to stressful situations as they arose at a particular time.
Some of the more important implications of the above findings are discussed in the context of schooling in Singapore and in the wider context of society. 相似文献
This study was designed to examine children's attitudes toward the role of sports in determining social status, as well as the activities in which children prefer to participate. A total of 227 boys and 251 girls in Grades 4, 5, and 6 completed a questionnaire to determine which criteria were most important in determining personal, female, and male popularity. Personal popularity was answered by the girls and boys according to "what would make you well liked by your classmates." Female and male popularity was determined by asking both girls and boys to decide "what would make (girls, for female subjects, and boys, for male subjects) well liked by your classmates." A comparison of results from the Buchanan, Blankenbaker, and Cotten (1976) investigation and the present study indicated that, in the last 15 years, appearance has become more important and academic achievement less important in determining personal popularity for girls. For boys, the comparison revealed that sports have become more important and academic achievement less important in determining personal popularity. Boys reported sports to be the most important determinant of personal and male popularity and appearance as the most important determinant of female popularity. Sports and appearance became more important for boys with each higher grade level. Girls reported appearance to be the most important determinant of personal, male, and female popularity. For girls, appearance became more important with each higher grade level. A comparison of results from the Buchanan et al. (1976) and the present study indicated that the activities in which girls and boys preferred to participate have changed.(ABSTRACT TRUNCATED AT 250 WORDS) 相似文献