Provision for youngsters with autistic spectrum disorders in mainstream schools: what parents say — and what parents want

Relatively little research has focused on parental perceptions and experience of educational provision in mainstream settings for children and young people with autism. Much of that which has been undertaken (and certainly that which is most widely cited) has tended to rely on samples which may not be sufficiently representative. In the study reported here, Philip Whitaker, of the Children and Young People's Service in Northamptonshire sought the views of every parent or carer of a child with an autistic spectrum condition living within one English county. Almost half the parents of the 350 children attending mainstream schools responded to a questionnaire exploring their experiences, views, attitudes and levels of satisfaction. The analysis looks at the differences and similarities between the experiences and views of the 'satisfied' and 'dissatisfied' groups of parents.
Overall, 61% of respondents reported themselves satisfied with the provision being made for their children. The extent to which parents felt that school staff understood (and empathised) with their children's difficulties, and the perceived flexibility of the schools' responses to the children's needs were the factors which most sharply differentiated the two groups of parents. The extent and quality of reciprocal communication between home and school also seemed strongly associated with levels of satisfaction. The two groups of parents shared many concerns, with the schools' role in promoting social development and social relationships emerging as a high priority. Philip Whitaker discusses the implications of these findings for schools and for the development of local authority provision founded in mainstreaming.     

Towards an indigenous African educational discourse: a philosophical reflection

The liberation of Africa and its peoples from centuries of racially discriminatory colonial rule and domination has far reaching implications for educational thought and practice. The transformation of educational discourse in Africa requires a philosophical framework that respects diversity, acknowledges lived experience and challenges the hegemony of Western forms of universal knowledge. In this article, the author argues that indigenous knowledge, as a system of African knowledge, can provide a useful philosophical framework for the construction of empowering knowledge that will enable communities in Africa to participate in their own educational development.     

A dynamic model of the head acceleration associated with heading a soccer ball

This study develops a dynamic model of head acceleration, which incorporates physiologically related neck muscle contributions, to further the understanding of the mechanical behaviour of the head-neck system during soccer heading. An inverted pendulum is combined with a linear visco-elastic element to model the head-neck system following a half-sine input force. Model parameter values were varied to obtain agreement with previously published experimental data (Naunheimet al., 2003), and were subsequently compared to literature values. The model predicted the same mechanical angular kinematics as observed experimentally both during and post impact. The greatest acceleration was in the anterior direction at the instant the ball left the head, attributed to the elastic stiffness of the neck musculature. The head-neck stiffness and damping coefficients determined from the model (350 N m rad^-1 and 4 N m s rad^-1, respectively) were similar to those reported elsewhere when subjects were asked to resist maximally. The model may be subsequently used to investigate differences in technique and ability with respect to the salient model parameters to further our biomechanical understanding of soccer heading.     

Fostering thinking through science in the early years of schooling

The purpose of this research was to investigate and describe concrete examples of Year 1 students engaged in good thinking and to generate assertions about the ways teachers can foster habits of good thinking through science. The research design was a multiple case study of 32 lessons, of which four are analysed in detail in this paper. The results suggest that young children engaged in good thinking are likely to explain and demonstrate their ideas and actions and to make suggestions for solving problems. Children engaged in good thinking also are likely to highlight discrepancies, adopt new ideas, and work collaboratively. The results indicate that teachers can foster habits of good thinking through science; first, by accepting difficulty as an integral part of the learning process, second, by encouraging children to explain and talk about their ideas and, finally, by creating an environment where thinking is a valued classroom process.     

Action Research,History and the Images of Science

God dwells among the details, not in realm of pure generality. (Could, 1989)