Conductive Education in a New Context

This month an independent research team from Birmingham University is due to report to the Department for Education on its assessment of the first three years' work of the Birmingham Institute for Conductive Education. Its findings, if published, will arouse wide interest. Meanwhile, Mike Lambert, director, Centre for Research and Development at the Birmingham Institute, reviews the way the National Curriculum has been introduced and how far it seems compatible with conductive education. This is the first journal article to examine this issue.     

Sex Education for Pupils with Severe Learning Difficulties

This article is based on the dissertation for the degree of B.Ed. (Honours) awarded by Birmingham University in July 1986 to the author when she was a student at Westhill College, Birmingham. Karen Giles is now teaching at Rosemary School, Islington, in the Inner London Education Authority.     

Research Supplement: Speed of Information Processing and the Visually Handicapped Child

Heather Mason is deputy head of the Priestley Smith School, Birmingham, and Mike Tobin is director of the Research Centre for the Education of the Visually Handicapped at Birmingham University. They present a preliminary report from a more extensive study of speed of processing visual information by visually handicapped children.     

Education With Understanding?

Beryl Smith, research fellow, Centre for Child Study, Birmingham University, Yvonne Moore, teacher, Calthorpe School, Birmingham and C. J. Phillips, former director, Centre for Child Study, Birmingham University     

Feeling Different: Viewpoints of Students with Special Educational Needs

Barrie Wade (Reader in English in Education, in the School of Education, The University of Birmingham) and Maggie Moore (Senior Lecturer at Newman College, Birmingham) focus on ways in which students with special educational needs perceive themselves. They have discovered that a significant number of a cross-cultural sample, most of whom are denied school responsibilities, felt inadequate compared with their peers. It appears that more consultation, with serious implications for school policies, is necessary to lessen feelings of difference.     

Strategies for supporting families

Stephen B. Graves is an Associate Professor of Early Childhood Education and Richard M. Gargiulo is a Professor of Special Education at the University of Alabama at Birmingham.     

Staff development ideas

Jerry Aldridge is an associate professor of Early Childhood Education and Special Education, Department of Curriculum and Instruction, University of Alabama at Birmingham.     

Coping with Disruption at School

Elizabeth an aggressive 10 year old, is chosen by Barrie Wade, Faculty of Education, Birmingham University, Maggie Moore, assessment unit, Tiverton School, Birmingham, to illustrate approaches to disruptive behaviour in the ordinary school     

文学研究:伯明翰学派文化研究的起点

作为当代文化研究思潮的契机,伯明翰学派的文化研究备受关注。然而,学界却很少注意到这一文化研究形式本身的理论起点。这一理论起点就在于伯明翰学派的文学研究。作为文化研究的理论起点,伯明翰学派的文学研究为它设置了理论的出发点,提供了研究的基本方法,设定了理论的基本框架,还体现了它的主要特点。相对于探索伯明翰学派的文化研究来说,探索这一学派的文学研究具有追本溯源的意义。     

Not all Dull alike—the Question of Terminology

This article was also written especially for the Walsall Seminar. Its author was at the time Head of the Remedial Advisory Centre at Wolverhampton and is now Research Officer for the Birmingham Educational Priority Area Project.     

SATs for Some but Not for All?

How did pupils with special educational needs and their teachers tackle this year's first full run of SATs at Key Stage 1? David Bartlett, senior psychologist, Birmingham Education Authority, was previously coordinator for special needs and bilingualism working with the writing team for Key Stage 1 SATs, Consortium for Assessment and Testing in Schools. He comments on Birmingham schools' experiences with SATs and proposes improvements.     

Helping children learn about disabilities: Part II

Cary A. Buzzelli is an assistant professor in the Department of Curriculum and Instruction at the University of Alabama at Birmingham. Nancy File is a doctoral student in the Department of Child Development and Family Studies at Purdue University in West Lafayette, Indiana.     

A new initiative in departmental reviews: annual meetings in the Faculty of Science

A profound change is now taking place in British universities which challenges the traditional academic values of autonomy and self-regulation: regular and systematic appraisal of both individual academics and departments. This case study reports an in-depth analysis of departmental appraisal in the Faculty of Science at the University of Birmingham. The different expectations, concerns and reactions of those directly involved are highlighted and explored. From this analysis a number of conclusions are drawn that might inform similar initiatives in other institutions.This is a revised and extended version of a paper presented at the Annual Conference of the Society for Research into Higher Education on Restructuring Higher Education, Birmingham Polytechnic, December 16–18, 1987.     

The special needs of teachers of special needs children

More and more, special needs children are entering early childhood education programs. But the integration of special needs children into the regular classroom — and their acceptance by their nonhandicapped peers — continues to be a concern of both parents and teachers. Many of the proposed benefits of mainstreaming are based upon opportunities for interactions between special needs children and their nonhandicapped peers. What we know about enhancing the quality of these interactions has definite implications for teachers. After examining the research on social relations and social skills training programs for special needs children, we will discuss these implications.Cary A. Buzzelli is an assistant professor in the Department of Curriculum and Instruction at the University of Alabama at Birmingham in Birmingham, Alabama. Nancy File is a doctoral student in the Department of Child Development and Family Studies at Purdue University in West Lafayette, Indiana.     

'Inclusive Learning': the Reform Initiative of the Tomlinson Committee

Lani Florian, Lecturer in Special Education at the University of Birmingham, considers the practical implications of the Tomlinson Report on Further Education.     

From hardback to paperback:The Chocolate War,by Robert Cormier

This article is the first in an occasional series in which books recently published in paperback will be introduced to readers.Cle will select titles which seem particularly suitable for school students to read together. Our intention is to choose books readily available in North America as well as countries served by British publishers. Our first selection,The Chocolate War, appeared in the USA in 1974, in the UK in 1975 and in paperback in the USA in 1975 and in the UK in February, 1978.Robbie March-Penny read English at Birmingham College of Commerce and York University. She has taught English in comprehensive schools in Birmingham and Bristol and is now an editor of children's books for a London publisher.     

Speech and Language Therapy: confusion in the Code

Carol Miller, a speech and language therapist, who lectures at the University of Birmingham, examines the implicatiosn of the Code of Practice for children with speech and language difficulties.     

A Comparison of Pre-Verbal Communication at Home and at School

This study of pre-verbal communication in four young children with severe learning difficulties compares the nature and function of their communications at home and at school. The author teaches at Quince Tree School, Tamworth. The article is based on work carried out in part fulfillment of a B.Ed (Hons.) degree when she was a student at Westhill College, Birmingham.     

英国经验：不仅仅是伯明翰——伯明翰与法兰克福：两种不同的文化研究路径

法兰克福学派和伯明翰学派是20世纪西方新马克思主义思潮中影响最大的两个分支。过去学术界普遍认为 这两个学派有着完全不同的学术路径和理论指向。本文通过分析两者文化研究的不同路径,最终说明:无论是法兰克 福学派还是伯明翰学派,其文化研究的路径、方法虽然有着明显的差异,但坚持某些马克思主义的立场、方法却是共 同的,而这恰恰是值得我们当下借鉴的。     

Back to basics: three 'R's for Special Needs Education

Harry Daniels, Professor of Special Education and Educational Psychology at the University of Birmingham, discusses 'a return to basics', a term which has recently received much popular attention, but has often been misused.