Excellence for all children false promises! The failure of current policy for inclusive education and implications for schooling in the 21st century

This paper argues that the claims of current UK education policy, for children with special educational needs (SEN) toprovide excellence and equality of opportunity, are false. Critically examined are issues of social justice and equity in relation to the work of disability theorists and this critique is then applied to recent policy in education, in particular the Green Paper Excellence for All Children; Meeting Special Educational Needs, to demonstrate that as long as the organization of schooling, the curriculum, and assessment and testing procedures remain unchallenged, equal educational opportunity will remain amyth. In conclusion, having shown that the central energy in educational change seems to be devoted to perpetuating the status quo, thus reinforcing inequality and discrimination and precluding excellence for all children, this paper attempts toset anew agendafor the 21st century that might possibly offer agenuine entitlement for all children to an equal educational opportunity. Although the paper is centrally concerned with a critique of policy in the UK, it is believed that the implications have international relevance as they are fundamental issues relating to human rights and equity.     

EDUCATION FOR SOCIAL EXCLUSION? ISSUES TO DO WITH THE EFFECTIVENESS OF EDUCATIONAL PROVISION FOR YOUNG WOMEN WITH ‘SOCIAL,EMOTIONAL AND BEHAVIOURAL DIFFICULTIES’

This paper discusses the experience of mainstream school and special educational provision of some young women with ‘social, emotional or behavioural difficulties’, and asks questions about the outcomes and effectiveness of this kind of education in a policy context of inclusion. It argues for more public discussion of the role of alternative educational provision.     

Changing Teacher Education through Technology: a study of the Remote Area Teacher Education Project

ABSTRACT

Despite the overall proliferation of technology and its impact on people's everyday lives, tertiary education institutions generally have yet to utilise the educational potential of information technology. There is an enormous disparity between technology as an educational resource outside of these institutions and as a medium for learning inside. The same is generally true for teacher education programmes within institutes of higher education.     

The off-break and “doosra”: Kinematic variations of elite and sub-elite bowlers in creating ball spin in cricket bowling

This study sought to identify kinematic differences in finger-spin bowling actions required to generate variations in ball speed and spin between different playing groups. A 12-camera Vicon system recorded the off-spin bowling actions of six elite and 13 high-performance spin bowlers, and the “doosra” actions of four elite and two high-performance players. Forearm abduction and fixed elbow flexion in the bowling arm were higher for the elite players compared with the high-performance players. The elite bowlers when compared with the high-performance players delivered the off-break at a statistically significant higher velocity (75.1 and 67.1 km/hr respectively) and with a higher level of spin (26.7 and 22.2 rev/s respectively). Large effect sizes were seen between ball rotation, pelvic and shoulder alignment rotations in the transverse plane. Elbow extension was larger for elite bowlers over the period upper arm horizontal to ball release. Compared to the off-break, larger ranges of shoulder horizontal rotation, elbow and wrist extension were evident for the “doosra”. Furthermore, the “doosra” was bowled with a significantly longer stride length and lower ball release height. Although not significantly different, moderate to high effect size differences were recorded for pelvis rotation, elbow extension and elbow rotation ranges of motion.     

Net forces during tethered simulation of underwater streamlined gliding and kicking techniques of the freestyle turn

Weassessed the net forces created when towing swimmers while gliding and kicking underwater to establish an appropriate speed for initiating underwater kicking, and the most effective gliding position and kicking technique to be applied after a turn. Sixteen experienced male swimmers of similar body shape were towed by a motorized winch and pulley system. A load cell measured net force (propulsive force - drag force) at speeds of 1.6, 1.9, 2.2, 2.5 and 3.1 m· s-1 . At each speed, the swimmers performed a prone streamline glide, a lateral streamline glide, a prone freestyle kick, a prone dolphin kick and a lateral dolphin kick. A two-way repeated-measures analysis of variance revealed significant differences between the gliding and kicking conditions at different speeds. The results demonstrated an optimal range of speeds (1.9 to 2.2 m· s-1 ) at which to begin underwater kicking to prevent energy loss from excessive active drag. No significant differences were found between the prone and lateral streamline glide positions or between the three underwater kicking techniques. Therefore, there appears to be no significant advantage in using one streamlining technique over another or in using one kicking style over another.