Volume: 16.1
Year: 2001

Directions:

1. Select articles from one of the following issues:

Year 2016 Volume 31 No 2
Year 2015 Volume 30 No 3
Year 2015 Volume 30 No 2
Year 2015 Volume 30 No 1
Year 2014 Volume 29 No 3
Year 2014 Volume 29 No 2
Year 2014 Volume 29 No 1
Year 2013 Volume 28 No 3
Year 2013 Volume 28 No 2
Year 2013 Volume 28 No 1
Year 2012 Volume 27 No 3
Year 2012 Volume 27 No 2
Year 2012 Volume 27 No 1
Year 2011 Volume 26 No 3
Year 2011 Volume 26 No 2
Year 2011 Volume 26 No 1
Year 2010 Volume 25 No 3
Year 2010 Volume 25 No 2
Year 2010 Volume 25 No 1
Year 2009 Volume 24 No 3
Year 2009 Volume 24 No 2
Year 2009 Volume 24 No 1
Year 2008 Volume 23 No 4
Year 2008 Volume 23 No 3
Year 2008 Volume 23 No 2
Year 2008 Volume 23 No 1
Year 2007 Volume 22 No 3
Year 2007 Volume 22 No 2
Year 2007 Volume 22 No 1
Year 2006 Volume 21 No 3
Year 2006 Volume 21 No 2
Year 2006 Volume 21 No 1
Year 2005 Volume 20 No 2
Year 2005 Volume 20 No 1
Year 2004 Volume 19 No 2
Year 2004 Volume 19 No 1
Year 2003 Volume 18 No 2
Year 2003 Volume 18 No 1
Year 2002 Volume 17 No 2
Year 2002 Volume 17 No 1
Year 2001 Volume 16 No 2
Year 2001 Volume 16 No 1

2. Click on [more] at the end of the abstract of the article you wish to read

Title Year Vol. No. Size
The Curriculum in Special Needs Education in Pakistani Schools 2001 16 1 175 KB
David Fontana University of Wales Zahida Lari North East Wales Institute

The education of children with special needs in Pakistan is an area which is grossly neglected and in need of urgent attention. In order to clarify the current situation in the wake of these policy documents, the present research conducted a survey of special school headteachers in Pakistan, using a purpose-built questionnaire. Target schools included all four of the categories of handicap referred to earlier and situated in each of the provinces of Pakistan, namely Punjab, Sindh, North West Frontier Province, and Baluchistan. The main objective was to sample headteacher opinion on the curricular content and needs of special schools in Pakistan and to determine what problems, if any, they encounter in designing and implementing an appropriate curriculum for pupils with special educational needs. The overall aim of the study was to provide a coherent picture of the state of special education in Pakistan.... [more]


India: Training Teachers for Children with WITH MENTAL RETARDATION 2001 16 1 66 KB
Sharon A. Raver Old Dominion University

India is a country of contradictions. On one hand, India is a modern country moving toward becoming a world leader in computer technology and boasts the second most computer literate population in the world (Babington, 2000; Kumar, 1999). On the other hand, India is a developing nation with 14 constitutionally recognized languages, 25% of the worldīs malnourished (Babington, 2000), and a majority that practices customs in everyday life that are 5,000 year old (Kumar, 1999). India is rich in natural resources and yet, because its population grows as quickly as its economy, it has one of the worldīs lowest per-capita incomes (Choudhury, Gamkhar, & Ghose, 1990). This article discusses the efforts being made in India today to break from past treatment of individuals with disabilities. In 1995, India passed The Persons with Disabilities Act the first comprehensive legislation intended to require services for individuals with disabilities. Under this law, the education of children with mental retardation has the potential of undergoing some of the most dramatic changes ever experienced. This article discusses this law, its implementation, and the hopes and challenges the law poses for India in the new millennium.... [more]


BULLYING IN SCHOOLS: CHILDREN'S VOICES 2001 16 1 65 KB
Paula Buchanan Red Deer School District Alberta Margret Winzer The University of Lethbridge

Although bullying in the schools appears to be a pervasive and long-standing problem, it is only recently that researchers have directed attention to bullying a part of violent and aggressive behaviour. This study sought the perceptions of children in a rural school district on various aspects of bullying. Discussions included whether children had been bullied, whether they had bullied others, and the characteristics of bullies and victims. Results with a small sample of children in a rural setting are consistent with the literature on bullying and indicate few differences between urban and rural areas.... [more]


DEVELOPING A SUPPORT PROGRAMME FOR TEACHERS INVOLVED WITH INCLUSION IN SOUTH AFRICA 2001 16 1 58 KB
P Engelbrecht University of Stellenbosch C.Forlin University of Southern Queensland I Eloff University of Pretoria E Swart Rand Afrikaans University

The establishment of an inclusive education system in South Africa will require the development of appropriate support services at both a school and district level. Recent policy documents in South Africa propose that such a support system should take a systemic approach utilising district support teams that focus on management and personnel support rather than providing direct face to face interventions for individual learners. This paper discusses the development of a support program that is based on research findings regarding the aspects of inclusion that mainstream class teachers in South Africa find most stressful and how they best cope with this stress. It is posited that by addressing the specific stressors associated with inclusion teachers will have an enhanced sense of efficacy and be more enthusiastic about participating in inclusive classrooms.... [more]


THEORY-BASED PREDICTION OF ACADEMIC PERFORMANCE AT A SOUTH AFRICAN UNIVERSITY 2001 16 1 244 KB
Charl D Cilliers Edwin C de Klerk University of Stellenbosch

Tertiary institutions internationally are faced with the question of how to determine prospective students' real academic potential. This is particularly true for South African institutions where many students had inferior (poor and inadequate) schooling.Furthermore, conventional measures of abilities and achievement are orientated primarily toward assessing memory skills, and secondarily, toward assessing analytical skills. They rarely tap creative or practical skills in any meaningful way. However, prospective students from alternative backgrounds may have developed creative and practical skills to a greater extent than they have developed analytical ones.... [more]


An Evaluation of the Effects of Early Intervention on the Academic Achievements of Primary Class 2 Pupils in Brunei Government Schools 2001 16 1 87 KB
M. Csapo L. Mak Dk Zainab Special Education Unit, Ministry of Education, Brunei R. Burns University of Brunei

This study reports on the first part of a longitudinal study comparing the academic achievement of a 590 year two primary pupils, one half of which continued to be taught by traditional chalk and talk methods in the Control schools while the other half received a more pupil centered approach in the Experimental schools. The teachers involved in the Experimental classes were provided with in-service training prior to the start of the study by the Special Education Unit of the Ministry of Education and with continuing support throughout the program. Pre and post tests of achievement at a year interval in three aspects of Malay (answering comprehension questions, decoding and reading comprehension passage), two aspects of mathematics (mental arithmetic and computation) and English grammar and vocabulary demonstrated a significantly higher level of performance across all aspects of each subject and across the three subjects (pmore]... [more]


Making Special Schools Ordinary: Is this Inspirational or Confused Thinking 2001 16 1 71 KB
Peter S.Westwood University of Hong Kong

In the early 1990s special schools for students with intellectual disability in South Australia were encouraged to use the same basic secondary curriculum frameworks used by mainstream schools, adapting the various subjects as necessary for their senior students. The same assessment and reporting procedures were also to be used. This article reports the perceptions of 53 special school principals and teachers who, after seven years of implementation, were asked to identify the benefits and the disadvantages of using this approach. Results indicated some perceived benefits for students with mild degrees of intellectual disability (and their teachers), but little or no benefit for those with moderate, severe or multiple handicaps. The findings raise the issue of whether principles of social justice and equity in education, if taken to extremes, actually militate against the best interests of the most handicapped students.... [more]


Preparing Preservice Teachers for Inclusion in Secondary Classrooms 2001 16 1 35 KB
Nancy D'Isa Turner Notre Dame

In the last fifteen years, federal legislation and the Regular Education Initiative (REI) have prompted a reconceptualization in the way that students with disabilities are educated; many schools in the country are moving towards a fully inclusive model where students with disabilities are educated with their non-disabled peers. This movement has vast implications for both practicing and preservice teachers, as they need to acquire the knowledge, dispositions, and performances required to successfully manage an inclusive classroom. Teacher education programs, in the unique position of preparing future teachers for this challenge, are changing in a variety of ways. It appears that most of these changes have focused on programs for those pursuing elementary certification; secondary classrooms have unique issues which must also be addressed. The Campus Friends program, a field study component of a course for future secondary teachers at Saint Mary's College, Notre Dame, Indiana, is described as an example of one way to address the understandings of this audience.... [more]