小学残疾儿童的“社会融合”研究:教师的期望和对其中关键因素的评价

本文论述了在4所小学里对正常儿童和残疾儿童的“社会融合”所作的研究。本研究采用自由询问法，共有16位教师参加了研究；询问涉及以下几个方面：社会融合的意义、现状、妨碍融合的因素、家长的参与、资源、融合的方法以及令人担心的问题等。对每个问题的期望和评价都做了阐述。本研究对促进残疾儿童的社会融合在实践和研究工作上都是很有意义的。     

INTERGENERATIONAL DIALOGUES: A TESTED EDUCATIONAL PROGRAM FOR CHILDREN

Children's attitudes about growing old and about the elderly themselves are in large part influenced by negative images projected by the media and through lack of actual experience in interacting with older people. To counter this situation and to provide an opportunity for positive attitude shift, an educational program has been developed for 10‐ and 11‐year‐old students. Growing Up — Growing Older is a developed unit of instruction relying on a package of software including films and printed support materials. A strong experiential component is provided through structured intergenerational dialogues, facilitated by visiting older volunteers.

The program was field tested using both a treatment and control population. Survey methodology was used to determine pre‐ and post‐experience stages of attitude awareness and understanding of the elderly. Although the study population did not demonstrate the level of negative attitude we had anticipated from the literature, post‐experience testing indicated a positive shift. More significant is the demonstrated increase in level of awareness of aging issues and of older persons as a result of the educational experience. Finally, the treatment population increased significantly the percentage of old people they interacted with outside the classroom. This increased familiarity and awareness of the elderly can be expected to continue to produce attitudes based more on fact than on fancy.     

RESEARCH INTO THE CONCEPT OF RESILIENCE AS A BASIS FOR THE CURRICULUM FOR CHILDREN WITH EBD

This paper reviews a corpus of research on educational resilience as developed by researchers in the USA. It is noted that at the present time the longstanding debate as to the relative importance of therapeutic and curricular aims in the education of children with EBD has been thrown into sharp relief by the Ofsted inspection regime that concentrates on curricular imperatives. It is argued that the concept of educational resilience provides a basis for a pedagogy that will attend to thereapeutic needs within any given curricular framework.

Research which supports the proposed focus on aspects of the educational process known to promote resilience at the individual and at the school level is then reviewed to provide ample examples of interventions that could be adopted in a curriculum aimed at promoting resilience.     

TEACHING AGING IN THE PUBLIC SCHOOLS: RESULTS OF AN EXPLORATORY STUDY

A survey of 500 public school teachers in Texas was conducted to determine the extent to which aging content is incorporated into curricula. Results show that very few teachers (3.6%) make specific provision for teaching about aging. Almost one‐half of the teachers who indicated they did not teach about aging stated they would include this area in their curricula if instructional materials were available. Most of the teachers (68%) indicated their willingness to participate in short‐term inservice training to better prepare themselves to teach about aging. From the results of this study it appears that educational gerontology has far to go in the direction of “gerontologizing” public schools at all levels. Yet the willingness of teachers to learn more about this important curriculum area is encouraging.     

STUDY OF THE EFFECTIVENESS OF ANTI-PHASE TECHNIQUE FOR COMMON MODE NOISE SUPPRESSION

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TYPES OF HIGH ABILITY: HIGHLY ABLE CHILDREN WITH AN UNBALANCED INTELLIGENCE STRUCTURE

The present study focused on children (N=55) with a 12 point or greater difference between verbal IQ (VIQ) and performance IQ (PIQ) on the Wechsler Adult Intelligence Scale (WAIS), with either value being higher than 120. There was a particular focus on those with 24 points or more difference. The control group included children with IQ over 110, but with less than 9 points difference between VIQ and PIQ (N=33). Relatively low VIQs were found in the group with very large discrepancies, and their school performance was in accordance with this result. The problem with the VIQ of this group seemed to be one of maturity. The findings also showed that the subscales are important in diagnosis; the Object Assembly subscale of the WAIS, for instance, has a particular function in the characterisation of hemispheric connections. It was concluded that the group of gifted children displayed right hemispheric dominance, and that differences in the direction of intelligence might influence cognitive style, field of interest and choice of profession. Caution is needed when using VIQ‐PIQ differences for diagnostic purposes, particularly in the case of children with high intelligence.

     

THE SECRET AGENT SOCIETY SOCIAL SKILLS PROGRAM FOR CHILDREN WITH HIGH‐FUNCTIONING AUTISM SPECTRUM DISORDERS: A COMPARISON OF TWO SCHOOL VARIANTS

School is often considered an ideal setting for child social skills training due to the opportunities it provides for skills teaching, modeling, and practice. The current study evaluated the effectiveness of two variants of the Secret Agent Society social skills program for children with high‐functioning autism spectrum disorders (HFASD) in a mainstream school context. Sixty‐nine students aged 7–12 took part in one of two different 10‐week versions of the program (structured versus unstructured) to determine their relative effectiveness. Results suggested that both program variants led to improvements in emotion regulation abilities, social skills, and behavior at school and home, maintained at 6‐week follow‐up. However, the structured intervention generally led to superior treatment outcomes. These results suggest that improvements in social–emotional functioning can be achieved for students with HFASD through time‐limited school‐based interventions. Limitations of this study and directions for future research are discussed.     

THE LIFE ENRICHMENT PROGRAM FOR OLDER ADULTS: AN ALTERNATIVE EDUCATIONAL MODEL

The question of what is uniquely possible for the older adult learner is seldom asked by adult educators. Dealing with a population whose educational experiences are largely pedogogical, instructional programs have often attempted to continue this model of teacher‐selected content and methodology. This paper is a review of an experimental educational program designed to provide experiential activities related to learning needs and potentials of the older adult. The nature of the format allowed participants maximum opportunity to. identify and achieve personal learning goals. Evaluation procedures were designed to test the hypothesis that older adults respond meaningfully to programs designed to meet their needs rather than the educator's preconceptions. Results of the study indicate successful achievement of the goals of the project and an expanded level of psychosocial functioning of the older adults.     

为听觉受损学童实践融入教育之各种措施

对听力受损学童（编者注：听觉障碍学生）实施融入教育是全面推行一体化教育的一项重要内容。本文通过对香港听觉受损人数概况的分析，指出推行听觉受损学童融入教育（编者注：随班就读）的先决条件是：早期发现，早期训练。为了实践融入教育，要建立学龄前儿童村训练中心、弱听班（编者注：重听班），加强巡迥教师和弱听学童教学辅导工作。为了取得融入教育的成功，需要家长的积极参与，同时，也要对普通学校任教教师提出基本工作要求。     

GOVERNMENT'S CONSTRUCTION OF THE RELATION BETWEEN PARENTS AND SCHOOLS IN THE UPBRINGING OF CHILDREN IN ENGLAND: 1963–2009

In this essay David Bridges argues that since most families choose to realize their responsibility for the major part of their children's education through state schools, then the way in which the state constructs parents' relation with these schools is one of its primary levers on parenting itself. Bridges then examines the way in which parent‐school relations have been defined in England through government and quasi‐government interventions over the last forty‐five years, tracing these through an awakening interest in the relation between social class and unequal school success in the 1960s, passing through the discourse of accountability in the 1970s, marketization in the 1980s and 1990s, performativity extending from this period into the first decade of the twenty‐first century, and, most recently, more direct interventions into parenting itself and the regulation of school relations with parents in the interests of safeguarding children. These have not, however, been entirely discrete policy themes, and the positive and pragmatic employment of the discourse of partnership has run throughout this period, albeit with different points of emphasis on the precise terms of such partnership.     

CHANGES IN COGNITIVE STYLE: AN ANALYSIS OF THE IMPACT OF WHITE SUBURBAN SCHOOLS ON INNER CITY CHILDREN

Following is the complete text of a statement of policy and proposed action adopted by the Regents of the University of the State of New York. Its official title is “Minority Access to and Participation in Post‐Secondary Education”.     

内蒙古企业员工招聘有效性研究

招聘工作是人力资源系统的输入环节，对于任何企业来说都十分重要。基于成本效益观念，员工招聘有效性的高低取决于招聘产生的直接及间接收益与招聘所付出的直接成本及由于招聘失误所隐含的风险成本。内蒙古地区属于经济欠发达地区，企业在招聘的初级市场上竞争力较弱，难以吸引优秀的人才，同时企业招聘管理工作本身也存在诸多问题。对于内蒙古的企业来说，只有立足于本地区人才资源的开发，转变招聘观念。合理确定人才评价标准，并做好人力资源管理的基础工作，才能提高员工招聘的有效性，增强企业的竞争力。