Continuing professional development (CPD) as a means to reducing barriers to inclusive education: research study of the education of refugee children in the Czech Republic

This article discusses the extent to which former special needs students – now in their late 20s – achieve economic independence. The emphasis is on class placement – that is, whether being educated in special or regular classes in upper secondary school contributes to favourable occupational outcomes. The empirical evidence is based on interviews of 373 young Norwegians who were surveyed regularly for more than 10 years. The analyses reveal that nearly half of the young adults found jobs that made them economically independent. Students schooled in regular classes attained vocational or academic competence and obtained a driving licence to a much greater degree than did students educated in special classes. In turn this increased the chances of earning a living. That is the indirect effect of class placement. The direct positive effect of schooling in regular classes was observed among people with rather low functional abilities and among those who did not succeed in attaining competence or obtaining a driving licence.     

LEARNING DISABILITIES PROGRAMS AT COMMUNITY COLLEGES AND FOUR-YEAR COLLEGES AND UNIVERSITIES

Students with learning disabilities (LD) from selected Midwest colleges and universities participated in a study to determine the differences between LD programs at community colleges and four-year institutions; the level of satisfaction with college LD programming; and the services most important to students. Focus groups were held at five institutions including two community colleges, two independent institutions, and one public university. Focus group participants included male and female students aged 16 to 56 years and enrolled in freshmen through graduate levels. The literature suggests that the focus of LD programs and the types of services vary between two-year and four-year institutions due to differences in missions and the characteristics of the students served. However, results from the data in the present study reveal that the types of LD services offered among the institutions participating in the research were quite similar, but the quality of services varied. Students at the large public university had difficulty getting note takers, books on tape and tutors, and obtaining adequate assistance from LD staff. Participants from the smaller community colleges and private colleges and universities considered the smallness of their institutions to be a benefit. The LD program was easily accessible and LD staff were always available. Although the participants in the study who had received LD services in high school believed the services at their college or university were comparable or better, existing programs need to be evaluated to identify services in need of improvement.     

Trinity Mysteries: University,Elite Schooling and Sport in Ireland

The development of sport in Ireland was, contrary to some arguments, highly influenced by English examples and Anglo-Irish institutions. Trinity College and prestigious Irish schools did have an impact, as did the number of Irish students sent to England for public school or university education. Athleticism was evident in Ireland as it was in England. Although the development of soccer did follow a slightly different trajectory from other sports, as was also the case in both England and Scotland, this does not mean that it departed from this broad evolutionary model of Irish sport. Yet this was Ireland: and Ireland was different. As opposition to British rule intensified, forms of sporting participation took on more and more of a national symbolism. The outcome was the emergence of a very potent form of athleticism: an Irish athleticism for an Irish people.

Les mystères de la Trinité : Université, Ecoles d'élites et Sport en Irlande

Contrairement à certaines affirmations, le développement du sport en Irlande a été fortement influencé par des exemples anglais et des institutions anglo-irlandaises. Le Collège de la Trinité et de prestigieuses écoles irlandaises a eu un impact, tout comme les nombreux étudiants irlandais envoyés en Angleterre dans les établissements privés ou les universités. L'idéologie d'Athleticism étaient naturels en Irlande tout comme ils l'étaient en Angleterre. Bien que le développement du football y ait suivi une trajectoire légèrement différente d'autres sports, ainsi que ce fut aussi le cas en Angleterre et en Ecosse, cela ne veut pas dire qu'il ait échappé au modèle évolutif plus large du sport Irlandais. Pourtant c'était l'Irlande, et l'Irlande était différente. Alors que l'opposition aux règles britanniques s'intensifiait, des formes de pratique sportive relevèrent de plus en plus d'un symbolisme national. Le résultat fut l'émergence d'une forme très puissante de sport: un sport irlandais pour les Irlandais.

Misterios trinitarios: universidad, escuela de élite y deporte en Irlanda

El desarrollo del deporte en Irlanda estuvo muy influenciado por experiencias inglesas e instituciones angloirlandesas, contrariamente a lo que algunos han argumentado. El Trinity College y las escuelas irlandesas más prestigiosas dejaron su huella, así como los numerosos estudiantes irlandeses enviados a escuelas públicas y universidades de Inglaterra. El apego a la cultura física estaba tan presente en Irlanda como en Inglaterra. Si bien el desarrollo del fútbol siguió una trayectoria un poco diferente al de otros deportes, como también ocurrió en Inglaterra y en Escocia, esto no significa que se apartara de este amplio modelo evolutivo del deporte irlandés. Pero esto es Irlanda, e Irlanda es diferente. A medida que se acentuaba la oposición a la dominación británica, las formas de participación deportiva fueron adoptando un simbolismo nacional cada vez mayor. El resultado fue el surgimiento de una forma de cultura física muy potente: una cultura física irlandesa para los irlandeses.

Dreifaltige Mysterien: Universität, Eliteschulen und Sport in Irland

Entgegen einiger Argumentationen wurde die Entwicklung des Sports in Irland stark von englischen Vorbildern und anglo-irischen Institutionen gelenkt. Das Trinity College und prestigeträchtige irische Schulen übten ihren Einfluss aus, ebenso wie diejenigen irischen Studierenden, die nach England geschickt wurden, um dort an einer Public School oder Universität ausgebildet zu werden. Leichtathletik war in Irland ebenso bekannt wie in England. Ebenso wie in England und Schottland nahm die Entwicklung des Fußballs einen von den anderen Sportarten abweichenden Verlauf. Dennoch bedeutete dies keinen Widerspruch zum allgemeinen evolutionären Modell des irischen Sports. Aber dies war Irland; und Irland war anders. Als sich der Widerstand gegenüber der britischen Herrschaft verstärkte, erhielten Formen sportlicher Betätigung zunehmend einen Charakter nationaler Symbolik. Das Ergebnis war die Entstehung einer sehr mächtigen Art der Athletik: einer irischen Athletik für ein irisches Volk.

     

Direction in AV communication research

Summary To summarize, it has been the thesis of this paper that research in AV communication embraces research in all areas of the social sciences. Possibilities for future research were analyzed under four headings: (a) empirical investigation into classicial-type effects problems, the mass media of communication, areas such as learning which are basic to communication study, and projective and AV testing; (b) conceptualistic investigation into theoretical problems, history, and philosophy; (c) action research embracing technical developments, campaign-type studies, curriculum studies, and organizational surveys; (d) criticism including literary criticism applied to the products of the mass media, scientific criticism, and social value criticism. The directions for AV communication research seem plain enough. The problem is the tremendous distance we have to go. The many possibilities for future AV communication research are analyzed and fruitful suggestions of procedure are discussed. James D. Finn is Associate Professor of Education and Chairman of the Audio-Visual Education Department, University of Southern California. This article is based upon a paper presented at the Research Section meeting of the DAVI National Convention in Chicago in March, 1954. Society not only continues to existby transmission,by communication, but it may fairly be said to existin transmission,in communication. There is more than a verbal tie between the words common, community, and communication. Men live in a community in virtue of the things which they have in common; and communication is the way in which they come to possess things in common. Persons do not become a society by living in physical proximity … If, however, they were all cognizant of the common end and all interested in it so that they regulated their specific activity in view of it, then they would form a community… Concensus demands communication… Not only is social life identical with communication, but all communication… is educative (11:5–6).     

Can our colleges fix our schools? three guiding maxims

Chester E. Finn, Jr., formerly assistant secretary of education, is professor of education and public policy at Vanderbilt University.     

Profiles of reading related skills in dyslexic families

The aim of the present study was to investigate patterns of similarity in reading related tasks among dyslexic members of the same family. From a sample of 19 well defined dyslexic students in grade 8, three cases were randomly selected for closer examination with a battery of tasks assumed to be causally related to reading. In all selected cases the fathers reported reading disability and in one case the mother was affected as well. The profiles of performance on the various tasks showed a striking similarity within families suggesting similar mechanisms underlying the reading disability. All cases showed remarkable problems in phonological processing, although functional reading skills were almost intact in some cases. Thus, the phonological tasks might be regarded as marker tasks for identifying genetic dyslexia.Requests for reprints should be sent to Torleiv Høien, Center for Reading Research, Stavanger Teacher College, P.B. 2521, Ullandhaug, N-4004 Stavanger, Norway.     

What predicts international higher education students’ satisfaction with their study in Ireland?

The internationalisation of higher education – a facet of broader processes of globalisation – has resulted in increased study-related travel, and the development of policies to attract international students. Nevertheless, in the context of a strong drive to recruit international students, little is known about how they are faring during their study abroad. This article addresses the gap in research, analysing the experiences of international students studying in Irish higher education institutions, drawing on nationally representative data from the Eurostudent IV study. The findings show that students’ satisfaction with study while abroad is shaped by a number of different factors including, first and foremost, their satisfaction with their education institution and subjective rating of their health.