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Alan Dyson 《欧洲特需教育杂志》2013,28(1):125-128
ABSTRACT Special education in England has developed over a large number of years, during which changes in philosophy and practice have been charted in Acts of Parliament. Current thinking was given focus by the recommendations of the 1978 Warnock Report, many of which have been implemented. The most recent legislation relates to the establishment of Statements of Special Educational Needs (SEN), the introduction of a Code of Practice, recognition of the role of parents and of the need for multi‐professional cooperation, the integration of children with SEN into mainstream classrooms and the right of access of all children to a broad and balanced curriculum, as articulated in the National Curriculum. 相似文献
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Six male cricket bowlers (mean +/- s(mean): age 23.5 +/- 1.3 years; height 1.83 +/- 0.04 m; body weight 826 +/- 20 N) performed their typical bowling action at a set of stumps positioned at standard pitch length (20.1 m). A specially designed force platform rig allowed the correct positioning of two force platforms to be achieved beneath an outdoor polyflex runway (0.017 m depth) for each player's delivery stride pattern. For the back foot, the peak vertical ground reaction force was 1.95 +/- 0.08 kN (2.37 +/- 0.14 BW) and the braking force was 0.77 +/- 0.12 kN (0.94 +/- 0.16 BW). For the front foot, the peak vertical force was 4.80 +/- 0.92 kN (5.75 +/- 0.98 BW) and the braking force was 2.93 +/- 0.56 kN (3.54 +/- 0.67 BW). The mean peak vertical loading rate for front foot contact was 205 +/- 52.8 kN x s(-1) (249 +/- 64 BW x s(-1)) with mean values ranging from 81 to 446 kN x s(-1) (98 to 540 BW x s(-1)). The range for back foot contact was much smaller, 25-70 kN x s(-1) (30-85 BW x s(-1)), with a mean of 41.7 +/- 7.10 kN x s(-1) (50.6 +/- 8.6 BW x s(-1)). Mean peak impact occurred 24 ms after touchdown for the back foot and 16 ms after touchdown for the front foot. At impact, mean peak loading rates were greater for the front foot at 246 kN x s(-1) (298 BW x s(-1)), with a range of 80-483 kN x s(-1) (98-534 BW x s(-1)), than for the back foot at 65 kN x s(-1) (79 BW x s(-1)), with a range of 40-84 kN x s(-1) (49-110 BW x s(-1)). 相似文献
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This paper reports on semi-structured interviews with 76 former special school students now aged between 16 and 25. These young people were 'disadvantaged' rather than 'disabled' and many were experiencing 'fractured' transitions from school. Although they were more positive about their schools than similarly disadvantaged peers who had attended mainstream provision, they nonetheless raised concerns about the quality and usefulness of their experiences. On leaving school they had, in many cases, moved from one unsatisfactory activity to another, without any obvious signs of progression. They displayed a high level of purposefulness but lacked personal and social resources to support their progression within somewhat unsupportive structures. The paper argues that an exclusive focus on transition from school is inadequate and that young people may need support well after this point, possibly from the Connexions service. It also suggests that the notion of 'resilience' may have more to offer than traditional special education discourses. 相似文献
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Anne Haas Dyson 《Literacy》2020,54(2):3-12
In this paper, I draw on two childhood ethnographies to ask basic questions about the foundation of child writing. The first question is, where does writing come from in young children's lives? Answering this question will lead us to childhood play as the foundation of writing. The second question is, how do educators negotiate an inclusive, playful classroom culture in racially divisive and neoliberal times? This question will lead to a critical consideration of forming an inclusive culture in a racially and culturally diverse classroom. In this time of uniform, mandated curricula, rampant in the United States and elsewhere, and of the dismissive attitude towards play and towards childhood diversity (e.g., in race, culture and socioeconomic class), it is worth revisiting basic questions about the beginnings of writing in childhoods. The questions are relevant whether a child is writing on paper, screen, slate, or sand. 相似文献
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With increasing use of the World Wide Web, rapid scanning or skimming of material on screen has become a frequent activity. However, the outcome of this method of reading has not been thoroughly investigated. Using a range of question types, comprehension was measured after reading from screen at both a normal and fast reading speed. In addition, by automatically recording how readers scrolled through each document, reading patterns were explored. A speed‐accuracy trade‐off was found and, in general, the recall of specific details was less accurate than responses to ‘higher order’ questions. However, questions that addressed the structure of the text were hardest. Analysis of the scrolling movements showed that the overall time spent pausing between movements was the best predictor of comprehension. At a normal reading speed, the most effective readers, in terms of higher comprehension scores, were those who spent more time between scrolling movements, which were fast and frequent. 相似文献
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Alan Millward Anne Baynes Alan Dyson Sheila Riddell Pauline Banks Jean Kane Alastair Wilson 《Journal of Research in Special Educational Needs》2002,2(3)
This review was undertaken as part of a research project commissioned by the Scottish Executive and carried out by a team from Glasgow and Newcastle Universities between January 2000 and January 2001 when the report was published ( Banks et al., 2001 ). The research study, entitled 'Raising the Attainment of Pupils with Special Educational Needs', followed the issuing of new guidelines ( SOEID, 1998a ; SEED, 1999 ) which linked the use of individualised educational programmes (IEPs) to the wider political enterprise of raising standards through target-setting. 相似文献
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Peter Farrell Alan Dyson Filiz Polat Graeme Hutcheson Frances Gallannaugh 《School Effectiveness & School Improvement》2013,24(3):335-352
This article presents the key findings and discusses the implications of a major study that explored the relationship between academic achievement and the inclusion of pupils with special educational needs (SEN) in mainstream schools in England. It is based on a statistical analysis of nationally held data on all pupils in England that is collected at the end of each of the 4 key stages, when pupils are aged 7, 11, 14, and 16. The analysis considered the relationship between academic achievement and inclusivity having controlled for a range of other variables. Findings indicate that there is no relationship between academic achievement and inclusion at the local authority (LA) level while there is a small but, for all practical purposes, insubstantial relationship at the school level. In addition, there is also a large degree of variation at the school level, suggesting strongly that there are other factors within a school's make up, rather than its degree of inclusivity, that impact on the average academic achievements of its pupils. The overall conclusion, therefore, is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils of including pupils with SEN in their schools. 相似文献
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The proposed development of extended schools in England is part of an international movement towards community‐oriented schooling, particularly in areas of disadvantage. Although on the face of it this movement seems like a common‐sense approach to self‐evident needs, the evaluation evidence on such schools is inconclusive. In order to assess the likelihood that community‐oriented schooling will have a significant impact on disadvantage, therefore, this paper analyses the rationale on which this approach to schooling appears to be based. It argues that community‐oriented schools as currently conceptualised have a focus on ‘proximal’ rather than ‘distal’ factors in disadvantage, underpinned by a model of social in/exclusion which draws attention away from underlying causes. They are, therefore, likely to have only small‐scale, local impacts. The paper suggests that a more wide‐ranging strategy is needed in which educational reform is linked to other forms of social and economic reform and considers the conditions which would be necessary for the emergence of such a strategy. 相似文献
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Previous research has suggested that learning to read irregular words depends upon knowledge of a word’s meaning and the ability to correct imperfect decoding attempts by reference to the known pronunciations of a word. In an experimental training study, 84 children ages 5–7 years were randomly assigned to an intervention or control group. Children in the intervention group participated in a 4-week programme in which they were taught to correct mispronunciations of spoken words as well as being taught the meanings of those words. Children in the control group received no additional teaching. The intervention group made significant gains in their ability to correct mispronunciations and to read and define the taught words; these gains also generalised to a comparable set of untaught control words. Children can be taught to correct errors in the pronunciation of irregular words, and this may produce generalised effects on learning to read. 相似文献