Significant Living Without Warnock

How can life be made meaningful for disabled people without formal employment? Bert Massie, executive assistant to the director, RADAR, suggests some possible answers and stresses the need to search for more rewarding alternative lifestyles     

Before Warnock and Beyond

Stanley Segal, principal of Ravenswood Village for the mentally handicapped, Crowthorne, Berkshire, was the foremost campaigner for an enquiry into special education, from the mid sixties onwards. He reviews events leading up to it     

Three Heads Respond to Warnock

Heads of three types of schools discussed in the Warnock Report describe their policies. First, Peter Turner, of Whitefield School, Waltham Forest, which is developing as a resource centre
Dennis Bavan, of Winsford Hebden Green School, Cheshire, describes a partly residential school with flexible boarding arragements     

Forerunners of the Warnock Report

Professor D. G. Pritchard, Department of Education, University College of Swansea, describes two previous enquiries into special education which reported in 1889 and 1898 and laid the foundation of the present system of special education     

Warnock: Two Years On

The Warnock Committee has begun to plan the writing of its Report which, it hopes, will be published by the late summer, 1978. The Committee's progress over the 15 months is described by Margaret Peter     

Warnock: Three Years On

The Warnock Committee is expected to publish its report by early May. Margaret Peter describes the committee's work over the past year in the final progress report for the journal     

Warnock and the White Paper

Mary Warnock chairman of the Committee of Inquiry into special education answers questions Margaret Peter, journal editor, about the White Paper for England and Wales deriving from the Warnock Report     

On Being a Warnock Member.

The demands - and diversions - of being a member of the Warnock Committee are recounted by Dr Moya Tyson, professional adviser/senior educational psychologist for special education, London borough of Hounslow     

Warnock Inquiry: One Year On

Since it first met 12 months ago, the Warnock Committee has initiated research surveys and split into temporary sub-committees. Its progress so far and its future plans are described by Margaret Peter     

Significant predictors of test anxiety among students with and without learning disabilities

In the present study, the relationship between students with and without learning disabilities (LD) and different aspects of test anxiety was examined on a new multidimensional measure of test anxiety. A sample of 774 elementary and secondary school students--195 students with LD and 579 students not identified with LD--completed the Test Anxiety Inventory for Children and Adolescents (TAICA), a new multidimensional measure of test anxiety for elementary and secondary school students in Grades 4 through 12. Examination of the factor structure of the TAICA scores across LD status to determine whether accurate test score interpretation was possible revealed that the majority of the coefficient of congruence values between each pair of six corresponding factors of the TAICA (Cognitive Obstruction/ Inattention, Performance Enhancement/Facilitation Anxiety, Physiological Hyperarousal, Social Humiliation, Worry, and Lie) and the Total Test Anxiety factor were above .90, and the salient variable similarity index values were statistically significant, suggesting that the factor structure of the TAICA was similar across groups. The results of seven multiple regression analyses revealed that LD predicted higher Cognitive Obstruction/Inattention and Worry scores and lower Performance Enhancement/Facilitation Anxiety and Lie scores. Implications of the findings for school personnel who work with students with LD are discussed.     

小冠词，大作用

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