Formale objektorientierte Softwareentwicklung mit FOX{\cal F}{{\scriptstyle{\cal O}{\cal X}}}

Zusammenfassung.   Wir stellen die neue Methode vor, die auf die formale Entwicklung sequentieller, objektorientierter Softwaresysteme abzielt. ist eine synergetische Kombination aus der semiformalen Methode Fusion und der formalen Spezifikationssprache Object-Z. Die Methode unterscheidet ausdrücklich Analyse und Entwurf, um die Komplexit?t und die unterschiedlichen Aufgaben der Softwareentwicklung zu bew?ltigen. In jeder Entwicklungsphase werden Zustands- und Verhaltensspezifikationen in graphischer oder textueller Form erstellt. Wir geben Beweisverpflichtungen an, um zu gew?hrleisten, da? die entwickelten Spezifikationen formal konsistent und vollst?ndig sind, und da? das resultierende System zur Ausgangsspezifikation konform ist. Wir illustrieren die Anwendung von an einem einfachen Beispiel, einem Grapheditor. Eingegangen am 24. Dezember 1996 / Angenommen am 8.10.1997     

English Language Learners and Learning Disabilities: Research Agenda and Implications for Practice

Although little is known about learning disabilities (LDs) in English language learners (ELLs), there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English‐speaking students. Building on this knowledge, participants at an October 2003 National Symposium on Learning Disabilities in English Language Learners were asked to suggest research questions, priorities, and suggestions on how to build the necessary infrastructure to address critical research needs. In the discussions that took place, important themes emerged: (1) identification and assessment of LD and/or reading disabilities (RD) in ELLs (ELL/Ds), (2) understanding of the language and literacy developmental trajectories of ELLs, (3) understanding of the individual and contextual factors affecting outcomes, (4) the intersection of all of these areas with neurobiology, and (5) developing and testing the effectiveness of interventions for learning disabilities in ELL/Ds. These themes, and the research agenda that was forged around them, are presented. In addition, the practice implications of this agenda are presented, along with some suggestions for current practice while we await future research findings.     

Family‐centred practice: collaboration,competency and evidence

In the 1990s, the developing field of early intervention with young children with disabilities and their families adopted family‐centred practice as its philosophical foundation. Family‐centred practice includes three key elements: (1) an emphasis on strengths, not deficits; (2) promoting family choice and control over desired resources; and (3) the development of a collaborative relationship between parents and professionals. During the last two decades, the field of early childhood disability has successfully defined the working principles of family‐centred practice for practitioners. Although research has acknowledged that the paradigm shift to family‐centred practice is neither simple nor easy, a substantive body of evidence demonstrates that (a) family‐centred practice can be linked to a wide range of demonstrated benefits for both children and families, and (b) families are more satisfied and find family‐centred practice to be more helpful than other models of practice.