Learning from James: Lessons about Policy and Practice for Schools' Special Provision in the Area of Literacy Difficulties

Janice Wearmouth is a senior lecturer in the Faculty of Education and Language Studies at the Open University in the UK. She has many years' experience of teaching and research in mainstream secondary schools and of developing and leading postgraduate development courses for teachers in the area of special and inclusive education. In this article, she argues that successive Governments in England, Wales and Northern Ireland have adopted policies in relation to special educational provision that are essentially technicist in character. These policies proceed from assumptions that are made about the clear and unproblematic nature of the issues and the responses that need to be made. In this model, difficulties in learning can be 'fixed' by selecting the most appropriate 'tool' in the most efficient and cost-effective way. The current focus on competency-based teacher education can be seen as a corollary of this approach.
Drawing upon a personal account of the experience of having difficulties in literacy acquisition, this article presents a contrary view. Janice Wearmouth argues that the area of special educational needs in schools, including literacy difficulties, is fraught with uncertainty and conflicting viewpoints. Given this complex situation, the technicist responses of recent Governments in the UK seem inappropriate and inadequate, Janice Wearmouth suggests. She proposes that practice in relation to special educational needs in general, and literacy difficulties in particular, can be most effectively understood from the perspective of a reflective practitioner. Her article closes with a call for practitioner professional development to be reconceptualised in these terms.     

The question of sign-language and the utility of signs in the instruction of the deaf: two papers by Alexander Graham Bell (1898)

Alexander Graham Bell is often portrayed as either hero or villain of deaf individuals and the Deaf community. His writings, however, indicate that he was neither, and was not as clearly definite in his beliefs about language as is often supposed. The following two articles, reprinted from The Educator (1898), Vol. V, pp. 3-4 and pp. 38-44, capture Bell's thinking about sign language and its use in the classroom. Contrary to frequent claims, Bell does not demand "oral" training for all deaf children--even if he thinks it is the superior alternative--but does advocate for it for "the semi-deaf" and "the semi-mute." "In regard to the others," he writes, "I am not so sure." Although he clearly voices his support for oral methods and fingerspelling (the Rochester method) over sign language, Bell acknowledges the use and utility of signing in a carefully-crafted discussion that includes both linguistics and educational philosophy. In separating the language used at home from that in school and on the playground, Bell reveals a far more complex view of language learning by deaf children than he is often granted. (M. Marschark).     

Understanding cycle tourism experiences at the Tour Down Under

Sport tourism experiences are subjective and emotional, laden with symbolic meaning. This study explores the experiences of participants who adopted the multiple roles of both an active participant and event spectator, within the parameters of one chosen sporting event. A professional cycling race event, the Tour Down Under in South Australia was chosen for this investigation, and 20 face-to-face individual interviews were conducted with cycle tourists. The three main themes emerging from the data were the interaction of people and temporary spaces on a sport tourism ‘stage’; the co-creation of authentic personal experiences and meanings; and identity reinforcement and the development of a sense of belonging. Consequently, a model for understanding sport event tourism experiences is proposed. The findings suggest that providing tourists with authentic and memorable experiences lies at the heart of what constitutes sport tourism. Whilst the results demonstrate that cycling events provide the individual with a sense of belonging or membership to a wider social group, they also illustrate that there is a continued need for more focused and nuanced approaches towards understanding sport tourism experiences that reflect the ever-increasing diversity and complexity of the interaction between sport, events and tourism.     

Phonological and semantic priming in children with reading disability

Lexical priming was assessed in children with reading disability (RD) and in age-matched controls ( M = 11.5 years), in visual and auditory lexical decision tasks. In the visual task, children with RD were found to have deficits in semantic (SHIP–BOAT), phonological/graphemic (GOAT–BOAT), and combined (FLOAT–BOAT) priming. The same pattern of semantic priming deficits also occurred in auditory lexical decisions, suggesting that the semantic deficits are not confined to reading. Children with RD also showed less priming than reading-age matched controls, suggesting that their priming deficits are not simply due to lower reading level but are due to the reading disability in particular. These semantic deficits may contribute to both the word reading and the comprehension problems seen in children with RD.     

Representations of proportional relationships: Are children part-part or part-whole reasoners?

This research describes an intensive study undertaken to determine children's representational strategies for relational numbers (e.g. proportions, ratios, fractions). Relational numbers have three quantities associated with them: a whole and two parts. Given these three quantities, children can form a representation based on a part-whole relationship or on a part-part relationship. Fifteen children (6th, 7th, and 8th graders) solved fifteen probability problems which varied information content and quantitative relationships between the quantities expressed in the problems. A quantitative and qualitative analysis revealed that children prefer a part-part representation to solve problems with relational quantities.     

Young Students’Informal Statistical Knowledge

This article reports some results of an informal study of very young children's reactions to some visual displays of data.     

Challenges and Opportunities for State Systems of Community Colleges: A Document Analysis

From their very beginnings, the community colleges have demonstrated a commitment to their founding principles of access, affordability, and quality. However, following February 2009, when President Obama set forth the agenda for U.S. postsecondary education to have the highest proportion of college graduates in the world by 2020, priority shifted to college completion. This national agenda has posed increased challenges and opportunities for community colleges, the states, and the nation. Through a document analysis we identify the most frequently cited challenges and opportunities of the 50 state systems of community colleges.     

Combining a constructive rural orientation with academic quality: High school outstations in Papua New Guinea

In common with other states, Papua New Guinea is addressing the problem of preparing educated young people to re-enter rural life and take up forms of self-employment. The Secondary Schools Community Extension Project is the newest of a line of experiments. This paper describes the philosophy of the project and focuses on a detailed observation of a key component, the outstation, in two of the pilot schools.A central concept is the integration of practical activities, preferably in cooperation with the people of a village, with the normal academic curriculum of the secondary school. The aim is of course to avoid conflict between the objectives of the project and the objectives of the students for success in the final examinations. The integration is facilitated by the style of the examinations, which are skill, rather than content based.The two pilot schools differed, each succeeding in some objectives but doing less well in others. Overall, the verdict is that the experiment promises to be of value in the transition from school to work in a predominantly rural developing country.