Beyond access: special education in America

ABSTRACT

This paper seeks to examine the parallels between many aspects of conductive education and the conceptual framework of Feuerstein's theory of mediated learning. Conductive education is not a treatment administered to remedy some pathology, as is the case with many therapies, but rather a system of education aimed at developing the whole individual. How this process is achieved may be enlightened by reference to Feuerstein's model of mediated learning experience (MLE). Two key aspects of Feuerstein's theory are examined: first, structural cognitive modifiability (SCM), which maintains that every individual's cognitive structures are capable of modifiability, despite barriers of retardation ‐ very much in line with modern neuroscience and its model of the brain as a plastic and adaptable system; and secondly, mediation (MLE), which is the process whereby a more initiated individual acts as a mediator between culture and child and thereby directs the child into preparing an adequate response. A detailed examination with exemplars is then undertaken into the mediation of many different aspects of development, including the three essential mediation processes of intentionality and reciprocity, transcendence and meaning. Finally, the implications of Feuerstein's theory for models of research and evaluation are considered, particularly the need for more qualitative and interactional approaches which maintain ecological validity.     

Laboratory and research

PAPERS IN RHETORIC AND POETIC. Edited by Donald C. Bryant. Iowa City: University of Iowa Press, 1965; pp. vii+96. $2.95; paper $1.95.     

Selecting Undergraduate Students: What can the UK Learn from the American SAT?

This short paper explores the contribution or otherwise that could be made by using a test akin to the American Scholastic Assessment Test or SAT to select students for undergraduate degrees in the UK. It examines the political context to the debate about the potential value of such a test, before outlining how SAT results in America vary along dimensions related to social background and how American universities have adapted their admissions procedures in response to these differences. From the research examined it cannot be assumed that the introduction of a test such as the SAT would be any more equitable then the current use of public examinations in England. It is suggested that profiling students along the lines used by some American universities may assist with making access ‘fairer’.     

Education Assistant Support in Inclusive Western Australian Classrooms: Trialling a Screening Tool in an Australian Context

Education assistants (EAs) who support students with disability in general education classrooms often find themselves in difficult situations. Caught in the firing line between their personal sense of duty, expectations of the classroom teachers, and the challenges that inclusion presents, their roles as primary support agents are anything but clear. In the following article the authors describe the findings from a modification of screening tool on the over-utilisation of paraprofessionals. The 16-item electronic survey focused on factors associated with EA support, conducted in a variety of Western Australian schools. The findings revealed that school community members such as EAs, classroom teachers, administrators and parents observed aspects of EA support that appear counter-productive towards more inclusive pedagogy.     

Understanding participant and practitioner outcomes of environmental education

Environmental education can deliver benefits to individuals, society and the environment, but few studies have asked practitioners or participants what they feel these benefits are. This research compares the perspectives of practitioners and participants in environmental education projects, using questionnaires, focus groups and participant observation. Practitioners and participants listed a large number of outcomes, with increasing knowledge about the environment mentioned most frequently. For participants, this was often in relation to gaining new skills. Social outcomes, such as making new friends, were more prominent in participant than practitioner responses. Practitioners did not spontaneously mention any negative outcomes of environmental education, and few were suggested with prompting. Participants suggested more negative outcomes than practitioners, notably damage to the environment. The differing views suggest a need for greater discussion between practitioners and their participants.