Federal law and the accommodation of students with LD: the lawyers' look at the BU decision     

Wolinsky S  Whelan A 《Journal of learning disabilities》1999,32(4):286-291

This article explores the genesis and development of the Guckenberger v. Boston University case, detailing the pertinent facts and issues of the case and analyzing the court's decision. The overall question posed by the case (as considered from the perspective of the plaintiffs' attorneys) was whether Boston University violated federal law in its response to the requests for reasonable accommodations by students with learning disabilities. The article quotes primarily from the decision issued by Federal Judge Patti Saris. The court's decision signified an important development in the field of higher education and set an extraordinary precedent in favor of students with disabilities under both the Americans with Disabilities Act and the Rehabilitation Act of 1973.  相似文献   

The Big Snow     

Philip B. 《英语辅导》2003,(1)

你是喜欢作文,还是头疼它,烦它呢?不管怎样,写作文是少不了的,因为它是学好英文所必须的。交流——看看别人的、对对自己的,收益往往非同寻常。本期精选国外学生作文三篇,欢迎广大读者多多寄来作文参与交流。  相似文献   

A mysterious success: Doctor Spock and the Netherlands in the 1950s     

Bakker N  Wubs J 《Paedagogica Historica: International Journal of the History of Education》2002,37(1):209-226

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Time to reopen the germ-line file?     

Coghlan A 《New scientist (1971)》1993,140(1901):4-5

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Which IVF test is best for baby?     

Motluk A 《New scientist (1971)》2005,188(2523):10

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"Reality" birth: marketing fear to childbearing women          下载免费PDF全文

Lothian JA  Grauer A 《The Journal of perinatal education》2003,12(2):vi-viii

In this column, the authors examine the effect of "reality" television shows on expectant parents' fears of childbirth.  相似文献   

Deaf children's understanding of beliefs and desires     

Steeds L  Rowe K  Dowker A 《Journal of deaf studies and deaf education》1997,2(3):185-195

Twenty-two children (5-12 year old) who were profoundly, prelingually deaf were given two tests designed to tap their 'theory of mind', that is, their ability to attribute independent mental states to other people. The tests were versions of Baron-Cohen, Leslie, and Frith's Sally-Anne task and of Baron-Cohen's breakfast task. Seventy percent of the children were successful on all questions requiring belief attribution, a considerably and significantly larger percentage than the 29% obtained by Peterson and Siegal for a similar sample, though it is still lower than would be expected on the basis on chronological age. Children were universally successful on questions requiring the attribution of desire. We discuss implications of the findings.  相似文献   

学习兴趣是学生学习活动的重要动力   总被引：2，自引：0，他引：2  

B·A·苏霍姆林斯基  李子卓 《比较教育研究》1981,(2)

求知欲是学生认识活动的重要动力。学生对自己和同学的学习成绩漠不关心是由于教师本人缺乏工作的热情。不关心、不过问学生的知识是教师工作中的一大缺点。有的学生不把好分数看作是顽强学习的结果。 强烈的学习欲望是靠教师培养的道德政治情感,是在掌握知识或完成实际任务时在克服困难过程中表现出来的精神满足感。 教师在课堂上造成的生动活泼、乐观愉快的气氛对于培养坚定持久的学习欲望具有重大意义。  相似文献   

美国中小学的教学改革     

A.C.奥恩斯坦  刘付忱 《课程.教材.教法》1981,(1)

一 课程的组织 美国社会对学校的要求是教会学生思考,使他们的行为社会化,成为有知识的爱国公民。学校教育应有助于减少贫困和不平等,减少犯罪,继承文化遗产。实现这些教育目的的主要途径是在学校中提供有计划的课程。随着社会需要的不断变化,课程也必须不断改革。改革课程首先是课程组织的变化。  相似文献   

Interventions for reading difficulties: a comparison of response to intervention by ELL and EFL struggling readers     

Lovett MW  De Palma M  Frijters J  Steinbach K  Temple M  Benson N  Lacerenza L 《Journal of learning disabilities》2008,41(4):333-352

This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed before, during, and following 105 intervention hours. Struggling readers met criteria for reading disability, were below average in oral language and verbal skills, and varied in English as a first language (EFL) versus English-language learner (ELL) status. The research-based interventions proved superior to the special education control on both reading outcomes and rate of growth. No differences were revealed for children of EFL or ELL status in intervention outcomes or growth during intervention. Oral language abilities at entry were highly predictive of final outcomes and of reading growth during intervention, with greater language impairment being associated with greater growth.  相似文献