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Dr. Gail Ruppert Houle 《Early Childhood Education Journal》1996,23(4):197-200
The field of special education has primary responsibility for providing specialized services to young children with disabilities
in the schools. Increasingly, it is recognized that many disabilities identified among young children may be attributable
to environmental variables, such as violence, poverty, toxic materials exposure, and family dysfunction. Issues of violence
hold particular relevance for special education professionals. Recent studies report that young children with disabilities
are 1.7 times more likely to be victims of maltreatment than children without disabilities. For children with disabilities
living with the effects of violence, the infrastructure of special education as it is now developing may be the most promising
approach to individual and systems intervention. Comprehensive community-based initiatives are replacing fragmented practices.
The new collaborations can multiply the results of intervention or support programs beyond those attainable through any single
approach.
Views expressed in this article are solely those of the author and do not reflect policies of the U.S. Department of Education. 相似文献
94.
In a discrete-trial two-choice conditional discrimination task, pigeons which received food for a correct choice following the presentation of one cue and water for a correct choice following another cue performed better than pigeons which received food and water equally often in both cases when delays of several seconds intervened between the conditional cue and choice stimuli presentations. These results suggest that feedback properties of reinforcer-specific expectancies can be important in conditional discrimination learning in pigeons. An additional finding was that wild-caught pigeons regularly exhibited a higher percentage of correct choices than domestic subjects. 相似文献
95.
Vines G 《New scientist (1971)》1986,110(1505):26-27
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Marissa Rollnick Stella Zwane Mina Staskun Sandra Lotz Gail Green 《International Journal of Science Education》2013,35(10):1053-1071
This study uses an action research approach to investigate how different modes of pre-laboratory preparation contribute towards a fruitful laboratory experience for first year students on an access programme. We considered the experience to be fruitful if the students successfully acquired procedural understanding, communicative competence and were able to apply the conceptual understanding to make the purpose of the labs meaningful. A group of students was observed by participant observers during 1996. Data was gathered during laboratory sessions and from written pre-laboratory work. These data were analysed and changes were instituted in the running and conceptualization of the laboratory in the subsequent year. A group of students was again observed and data collected. Two important factors emerged from the analysis of the data. One finding was the importance of adequate student preparation for the laboratories, regardless of the mode of preparation employed. Another was that the ability to prepare depended on the conceptual and procedural understanding of the laboratory as a whole. Preparedness is also important if conceptual benefit is to be obtained from the practical experience. 相似文献