‘Asking how instead of why’: exploring inclusive approaches to teaching and learning through pupil and teacher responses to a school link project

The association of inclusive education with an equity discourse means that the question of ‘how’ to include is one currently faced by many teachers in the UK. Written by Eve Griffiths, who teaches English, literacy, media studies and drama in a special school in Wolverhampton, this article constructs a set of inclusive principles for teaching and learning and reports on pupil and teacher responses in mainstream and special schools to a three‐week literacy project in which these approaches were implemented. Research diaries and small group‐based interviews were used in both educational settings to access the opinions of 20 pupils with a Statement of special educational needs. The research found that the pedagogical approaches were successful in breaking down some barriers to inclusion between the two groups of pupils, but Eve Griffiths concludes that significant changes would need to be brought about for there to be any longevity in the eradication of these obstructions.     

Evaluating the teaching and learning experience for the child with dyslexia in special and mainstream settings in Ireland

This study examines and evaluates special provision for pupils with dyslexia in three different settings: reading schools, reading units and mainstream support. The research focused on the teaching and learning context for pupils with dyslexia, the support teacher, the mainstream teacher and the experience of the student. The main participants were teachers and tutors supporting pupils with dyslexia, and the parents of these children. Survey methods included questionnaires, focus group discussions, interviews and quantitative data on pupils' reading attainment. In addition, a total of six schools, two representing each model of support, were selected as case studies. This article reports part of a larger survey, which evaluated the effectiveness of three models of special provision for children with dyslexia in primary school. The study shows that there are academic and social benefits for the child with dyslexia who is enrolled in a special setting. However, placement in a reading school or reading unit per se does not guarantee that a child will ‘catch up’ with his or her peers. The findings reported a similarity in the methods and practices teachers use in both mainstream and special settings. The discussion suggests that if teachers are to ‘catch them before they fall’ there are serious questions that must be asked about how we are teaching basic literacy skills. The findings suggest an urgent need for a more balanced approach to teaching reading and writing.     

小学高年级开展研究性学习的特殊意义

研究性学习是作为一种全新的学习方式而出现的,从其概念可以看出其基本内涵:以人的发展为本;以主动性、探索性学习为基础;以掌握基本的科研方法为基本内容;体现学习的开放性等。这些基本内涵对于小学高年级学生具有特殊的意义,为其身心健康和全面发展打下良好的基础。     

我国特殊体育教师专业化内涵探析

在诠释特殊体育内涵的基础上．对我国特殊体育教师专业化内涵进行探讨。以特殊体育、教师专业化的内涵为基点，分析认为：特殊体育教师专业化内涵包括专业道德．如敬业精神、职业道德、健康的个性：专业知识，如普通文化知识、专业学科知识、医疗康复知识、心理学知识等；专业能力，如教育教学能力，教学的创新能力等：自我专业发展意识，如自我反思意识、自我规划意识等方面。     

论先秦寓言的成就

先秦寓言的成熟和繁荣不仅体现为作品数量众多,还表现在:一、寓言作品已成为独立的文学体裁,并广泛流传;二、出现了类型化的寓言人物;三、产生了寓言作品专集《说林》和《储说》;四、战国早期、中期和晚期分别出现了在寓言收集、改编、创作、运用上的代表性人物墨翟、庄周与韩非,其中韩非更是先秦寓言收集、改编、创作之集大成者。对于先秦寓言的认识,我们应该根据中国自己的文学实际来总结其历史实绩,从而作出恰如其分的理论概括。     

成功体育在健美专项课教学中的尝试

成功教育是以尊重学生个性、正视学生差异为基点，以培养学生健全人格为目标的教育思想。在健美专项课教学中实施成功体育教育，可以营造生动活泼的教学氛围，帮助学生实现自我超越，使学生获得健美运动的乐趣和个体成功的情感体验。     

对我国不同等级青年女子跳远运动员成绩及素质的关联分析

对我国女子各级别跳远运动员专项素质最好成绩与比赛成绩的灰色关联度分析发现，不同级别的运动员受制约的各专项素质关联度不同，这种关联度的多样性，为教练员科学地有、针对性地制订训练计划，实施并控制训练过程提供了依据。     

我国艺术体操集体项目特殊艺术性加分的现状分析--2003年波导杯全国艺术体操锦标赛调研

针对2003年波导杯全国艺术体操锦标赛集体全能前6名的A2加分动作、价值及相关数据做分析。结果表明，在执行新规则后，我国艺术体操集体项目A2加分的状况是：以器械运用和运动员间的协作动作为主，具备一定的加分实力，但技术不全面。     

图书流动车在东莞各镇、社区、企业服务分析

图书流动车拓宽了公共图书馆的服务渠道,拉近了公共图书馆与读者之间的距离,满足了离图书馆较远地区读者的阅读需求,提高了公共图书馆的藏书利用率,同时也是总分馆建设模式中一条强有力的纽带。本文通过东莞图书馆图书流动车在各镇区的实际服务情况,分析归纳了图书流动车的服务特色和存在问题,进一步探讨了目前图书流动车面临的发展出路和对策。     

论民族地区高校图书馆民族地方文献特色建设

民族文献是形成民族地区高校图书馆馆藏特色的重要部分，文章从民族地方文献概念、特点出发，论述了民族地区高校图书馆建立特色馆藏的重要性，加强民族地方文献建设的着力点。