The Concept of Inclusive Education: Teacher Training and Acquisition of English Language in the Hearing Impaired

Three languages are widely used in schools in Kenya – English, Kiswahili and Kenya Sign Language. Many pupils with hearing impairments are taught separately from the mainstream, in specialist settings. The fact that most of the formal teaching, assessment and examination processes in Kenyan schools rely upon spoken and written English compounds the separation of these pupils from the mainstream of education and, potentially, from the mainstream of society. In this article, Gertrude Wamae, graduate assistant in the Department of English and Linguistics at Kenyatta University, and Rachael Kang'ethe-Kamau, lecturer in the Department of Special Education at Kenyatta University, discuss the relationships between language, hearing impairment and inclusion in the Kenyan context. The article suggests that the use of signed exact English would enhance opportunities for inclusion for those with hearing impairments and that programmes of teacher training need to take account of persuasive research in this area. The article closes with a plea for further research, carried out collaboratively by educationalists, linguists, teacher trainers and practitioners, to develop policies and practices suited to more inclusive futures. The article is based on a paper presented to the International Conference on Inclusive Education run by Maseno University in September 2002.     

International Early Childhood Resources from Educational Research Abstracts (ERA)

The aim was to examine cross-cultural variation in linguistic responsiveness to young children in 10 English-speaking mother–child dyads and 10 Italian-speaking mother– child dyads. All 20 children were late talkers who possessed delays in expressive vocabulary development but age-appropriate cognitive and receptive language skills. Dyads were filmed in 15 minute free play contexts, which were transcribed and coded for measures of maternal linguistic input (e.g. rate, MLU, labels, expansions) and child language productivity (e.g. utterances, different words used). The results revealed that the Italian mothers used more utterances, spoke more quickly and used a more diverse vocabulary than the Canadian mothers. The Italian children mirrored their mothers and also used more utterances and a more diverse vocabulary than the Canadian children. Mothers in both groups used similar percentages of responsive labels and expansions. However, Italian mothers responded to fewer of their children's vocalisations, using a smaller percentage of imitations and interpretations than the Canadian mothers. Correlations between maternal input and children's language productivity revealed that contingent language measures (e.g. imitations, interpretations, expansions) were related to high levels of productivity in children in both cultural groups. The results support the use of language interventions based on increasing maternal responsiveness for these children at the one-word stage of language development. They also point to differences that may be culturally based. For example, Italian mothers use faster rates of interaction and appear to have higher expectations for their children's verbal participation in interaction. This is reflected in higher rates of language production from their children, even though children in both cultural groups have similar vocabulary sizes.     

普通高校高水平跳远运动员训练的方法学问题

依据现代跳技术的主要特点与发展趋势，结合大学生跳远运动员绝对速度水平相对较低，助跑准确性与稳定性不高的实际情况，对普通高校高水平跳远运动员训练的方法学中的训练指导思想、训练状态目标、训练系统调控方法，一般训练与专项训练的关系、专项素质和专项技术特征及其训练手段等六个主要问题做了尝试性的探讨。     

管理出奇迹--学习《星光为何这般灿烂?》一文的启示

因学习《星光为何这般灿烂？》一的启发，深入研究中国乒乓球队科学管理的经验，提出以为本、系统理念、乒乓化、创新出效、竞争求胜等规律。     

高校乒乓球教学中专项意识的培养

乒乓球的专项意识不是自发产生的 ,它是在大量的练习和比赛中获得的。学生在练习中不受正确的意识指导 ,就会受错误的意识支配。教师在教学中应注重对学生进行乒乓球专项意识的培养 ,加速运动技能的形成。