Locus of control and reading attitude

The relationships between three measures of locus of control and eight dimensions of reading attitude were investigated for a sample of 431 inner-city children. The sample included the intermediate grade children enrolled in the 20 regular classrooms of the three elementary schools from the Columbus, Ohio, Public Schools. Correlation coefficients were computed between locus of control scores and the eight dimensions of reading attitude. Reading Anxiety showed a significant relationship with the I- score. This finding suggests that inner-city children who are willing to accept personal responsibility for negative events in their lives also tend to experience more anxiety about their reading. The other seven dimensions of reading attitude were not significantly related to internality scores.     

The impact of the National Curriculum on twelve special schools in England

Abstract

The National Curriculum represents one of the most significant UK educational reforms of this century. However, it was planned and introduced with little reference to pupils with special needs, particularly those attending special schools or units. Alongside pragmatic responses to the implementation of the National Curriculum in special education, there has been a lively and continuing debate about its appropriateness, in principle, for pupils in special schools. This paper reports data derived from interviews with headteachers of twelve special schools (encompassing three distinct special needs groups). Continuities of view, notably an acceptance of the principle of a national curriculum for all pupils, are discussed. Divergent Views reflected an adherence to equality or individuality as underlying educational principles. The findings are placed in two contexts: first, the process of curriculum change, and second, the links between integration and curricular conformity as reflected in some European special education literature.     

Children’s play behaviour and social communication in integrated special day-care groups

This paper considers the role of the Special Educational Needs Coordinator (SENCO), the teacher responsible for the implementation of policies relating to the teaching and learning of children with special educational needs (SEN) in mainstream schools in England and Wales. SENCOs also have a role to play in the inclusion of children with learning difficulties/disabilities in mainstream schools. Yet research indicates that despite the revision of the Special Educational Needs Code of Practice in 2001, many SENCOs are still overwhelmed by the operational nature of the role with little support, time or funding to consider more strategic aspects of inclusion and SEN. The article draws on research by the author and offers the voices of SENCOs from two unitary authorities in the north of England which suggest that where the SENCO is supported by senior management within the school, the role can be a powerful one in relation to inclusion. It concludes by arguing that the role of the SENCO needs to be re‐conceptualized, redefined and remunerated as a senior management post within mainstream schools. If this were to be enforced by national policy, every mainstream school could have at least one powerful advocate for the inclusion of children with learning difficulties/disabilities.     

Understanding the experiences of bilingual,Latino/a adolescents: Voices from gifted and general education

Eight gifted and eight general‐education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self‐perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students’ perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted‐ness are examined and recommendations for future research are provided.     

Concerned Technology

Abstract

In May 1988 UNESCO set up a Regional Seminar ‐‐ ‘New Technologies for Handicapped in Special Education’ ‐‐at the Wenner‐Gren Centre at Sveavagen in Stockholm, Sweden. This short paper reflects initial draft statements on the conference and is included here to identify the extent of common apprehensions and expectations. It covers the areas of information services, studies and research activities, international co‐operation through staff exchanges and conference activities, and looks briefly at future trends.     

Strategies for Achieving Gender Equality in Higher Education and Research in Norway

The vision behind the work of the gender equality advisors in Norwegian universities and the Research Council of Norway is that of full equality between women and men in all areas and at all levels of the sector of higher education. The Network of Gender Equality Advisors in Higher Education and Research was formed in 1994. Both good and less good news can be reported on the work accomplished so far. A double strategy is applied to tackle gender inequality: mainstreaming and special commitment.     

Teaching Philosophy and Methods of Restorative Care to Assisted Living Owners and Staff

To implement restorative care in assisted living facilities, staff need to understand the philosophy and learn methods to help residents maintain optimal function. In this study, the researchers developed a multimedia training program designed to teach staff how to encourage residents to increase their participation in dressing themselves. Researchers conducted a pilot test to measure the short-term effects of the training on 40 staff from two states. Program effects were measured by completing a survey developed by the researchers. Pretest scores were significantly related to gender (women as a group had higher scores than men). Results indicated significant gains in knowledge at posttest. In addition, 93% of participants described positive changes related to restorative care that they planned to make at their facility as a result of the training.