Scotland and the 1981 Education Act

Bureaucratic, over-formal and time consuming, but strengthening parents' rights and sharpening up the accountability of professionals - these are among the main reactions to the recording procedures of the Education (Scotland) Act 1981 which a Scottish team discovered recently. Dr George Thomson and Alexander Budge, of the Department of Education, Edinburgh University, and Marianna Buultjens and Margaret Lee, Moray House College of Education, Edinburgh, report on aspects of their study of the reactions of professionals and parents concerned with the education of visually impaired children.     

Implementing the 1981 Education Act

This article examines factors affecting the development and implementation of Education Policy with special reference to the 1981 Education Act for England and Wales. Research is reported about professional practice and administrative behaviour in special education assessment. Six professional and administrative factors are identified which may affect the implementation of the new special education legislation:

1. The nature of the professional domain of special education assessment;
2. The emergence of competing definitions of special educational need and good practice;
3. The concern for professional and administrative accountability;
4. The concern for the rights of users of special education provision;
5. The politicisation of special education through the development of interest groups;
6. The market relations between supply and demand in special education provision.

     

Challenges in the 1981 Act

The effectiveness of the 1981 Education Act will depend on how it is interpreted. Prof. K. Wedell, J. Welton and G. Vorhaus, Institute of Education, London University, discuss some challenges presented by the concept, assessment and formulation of special educational needs     

Parental Perceptions and the 1981 Education Act

Parents of children assessed for special educational needs were interviewed in two London Boroughs. The results, highly relevant to the current issues of integration and parental participation, are discussed by Dr Sarah Sandow, principal lecturer in the Education Department, West London Institute of Higher Education, and research assistant, Penny Stafford.     

Policy and Provision under the 1981 Act

This paper is an account of a research project on 'The 1981 Education Act: Policy and Provision for Special Educational Needs'. It was carried out at the Institute of Education, London University, and funded by the Department of Education and Science. The research was directed by Dr J. Welton and Professor K. Wedell. Brian Goacher was the senior research officer and Jennifer Evans, the research officer.     

The 1981 Education Act in Derbyshire

Derbyshire Local Education Authority reviews its arrangements for providing a service to pupils with special educational needs. Julien Kramer, assistant education officer, special needs, reports that while the new procedures find general acceptance there are some warts that need to be treated.     

Barasley Responds to the 1981 Act

Findings from the countrywide study of how local education authorities have been implementing the 1981 Education Act, given in the preceding pages, are complemented by this case study of one LEA's response to the Act. Jim Conway, adviser, special educational needs, and Roy Hepworth, assistant education officer, Metropolitan District of Barnsley, also refer to some of the issues raised by Professor Wedell and his coauthors, including the definition of 'special educational needs', the way the term is being interpreted, and the continuing emphasis on within-child factors.     

金融控股公司与反垄断法规制

随着世界金融自由化的竞争压力愈演愈烈．中国金融业也开始了金融控股公司的探索与实践。在认同建立金融控股公司独特的优势和必要性的同时，金融控股公司也蕴涵着巨大的潜在金融风险，对金融市场的垄断是其中的一个方面，急需未雨绸缪，用反垄断法来规制金融控股公司的种种不规范的行为。文章在此基础上对金融控股公司的反垄断问题进行了初步的探讨。     

Will Circular 6/86 Frustrate the 1981 Act?

The implications of DES Circular 6/86 are discussed by Harry Daniels and Sarah Sandow, who are engaged in in-service education for teachers in special education, at the West London Institute of Higher Education.     

Parents,professionals and social welfare models: the implementation of the Education (Scotland) Act 1981

ABSTRACT

This paper examines the effect of the Education (Scotland) Act, 1981, in terms of one of its aims, that is, to increase parental control over assessment, recording and placement of children with special educational needs. Kirp (1982) has argued that British provision for children with special educational needs reflects a social welfare model based on a belief in professional benevolence and expertise. This is in contrast with the United States, where a human rights model of social welfare prevails. Kirp's account is critically examined through an analysis of the legislation and guidance literature, and also data gathered from interviews with professionals and parents.

It is concluded that data do exist to support Kirp's argument. The legislation did not radically increase parents’ rights, and professionals themselves retained control through failing to provide parents with adequate information, often excluding them from multi‐disciplinary meetings and omitting to foster the involvement of voluntary organisations and Named Persons.     

浅谈言语行为和言语行为能力

言语行为理论是语用学的一个重要的组成部分。通过对言语行为的探究，我们可以更好的改进言语行为能力。毫无疑问，言语行为理论对语言研究具有巨大的启发意义。但显然语言理论不可能完全建立在言语行为理论的基础上，言语行为理论本身还有许多问题需要我们去探索。     

规训与纪律

“百名学者评论中国教育”专栏,以教育研究者的角度,就教育理论和实践中的热点、焦点、难点、冰点问题发表各种建设性见解。一事一议,或提出问题,或分析评论,力求形成百家争鸣、百花齐放之势,激活中国之教育学术。特邀教育界有影响的专家学者参与,以教授和博士为主办成一个高层次论坛。各位同仁可就教育理论与实践中的重要问题写成评论,每篇2000字—3000字为宜,诚请各位专家在百忙中赐教赐稿。     

华严忏法的创建

忏悔是佛教修行的重要法门,在古印度佛教创始后就已有之。文章主要探讨华严一派的忏法形成过程,以期明晰其在整个佛教忏法形成的历史脉络中所处的位置与作用。华严忏法体系创立之初就深受天台忏法的影响,从它那里汲取了丰富的营养。宋代时忏法已经达到极其繁荣的时期,天台宗在忏法的创作、推广方面取得了辉煌的成就,其对忏法划分为事忏、理忏的方法和十种忏心的思想对华严影响很大。圭峰宗密通过制作《圆觉经道场修证仪》,将华严幽深博大的思想运用到实践修行当中。他以《圆觉经》为主体,在继承澄观等华严思想及实践方法的基础上,吸收天台的礼忏、禅观方法,从而对华严忏法进行了制定。     

“校规”辨析

“校规”，简单地说，是学校的规章制度。人们对它屡见不鲜，习以为常。惟其如此，教育名流一般不屑于关注这种平凡小事。由于他们志在实现教育改革的宏图大业，他们主要关注教育新思潮、新创造、新经验和大工程，是很自然的。其实，像“校规”这样的平凡小事，由于在学校中经常起作用，发生普遍的影响，对于学校来说，其影响未必在新思潮、新创造、新经验及大工程之下，其中的问题也就不容忽视。这样看来，《上海教育科研》２００２年第３期发表的题为《校规的反功能》的署名文章，至少就选题来说，算是难得了。不过，关于“校规”问题，可…     

言语行为类型及其原型变体初探

特定言语行为意图与特定言语行为条件构成特定言语行为类型，每个言语行为类型都有一个属于它自己的原型。但某类言语行为在具体实施过程中会因其构成条件的变化而采取相应的策略，进而带来了原型的变化，产生原型变体。