Bridging the gap between school and community     

J. K. Barah 《Prospects》1970,1(2):19-24

The Federal Republic of Cameroon is a country of diversity. It has twin educational systems, francophone and anglophone, different cultures and languages and different types of climate and countryside. It has a variety of religious beliefs and historical traditions due to earlier division under colonial rule, but it is a country where working solutions and compromises are found in the midst of this diversity. It is therefore not surprising that in some areas a way is being evolved of closing the gap which exists in so many parts of the world between the school and the community. J. K. Barah was educated in West Cameroon and at the University of Lovanium in the Democratic Republic of the Congo. He is at present attached to the Ministry of Primary Education of West Cameroon and is also undergoing training  相似文献   

Teaching early numeracy to students with autism using a school staff delivery model     

Magdalena M. Apanasionok  Barah Alallawi  Corinna F. Grindle  Richard P. Hastings  Richard C. Watkins  Gemma Nicholls  Leanne Maguire  Darragh Staunton 《British Journal of Special Education》2021,48(1):90-111

Mathematics is one of the core school subjects in the UK and an emphasis is placed on developing pupils’ mathematical competencies throughout all key stages. Despite that, the attainment of students with disabilities in mathematics remains low. The current study explored ways in which the Teaching Early Numeracy to children with Developmental Disabilities (TEN-DD) programme could be implemented by teaching staff in a special school in the UK to improve the numeracy skills of students with autism. Adaptations to the delivery of the programme were made during the study as a result of continued collaboration with the participating school. The findings suggest that it may be feasible to implement the TEN-DD programme using a school staff delivery model and it may help learners improve their early numeracy skills. Practical aspects of TEN-DD’s implementation highlighted the need to incorporate more systematic adaptations for minimally verbal students, as well as for learners who might need additional training with prerequisite skills.  相似文献