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Direct linkJones, Phyllis; West, Elizabeth – British Journal of Special Education, 2009
In this article, Phyllis Jones of the Department of Special Education at the University of South Florida and Elizabeth West from the University of Washington explore key issues in respect to teacher education for teachers who teach pupils with severe and profound learning difficulties in the USA. Issues relating to quantity and quality of teachers…
Descriptors: Teacher Education, Learning Problems, Education Courses, Distance Education
Jones, Phyllis; West, Elizabeth; Stevens, Dana – British Journal of Special Education, 2006
This article discusses teachers' views of their own learning. Two groups of teachers attending graduate programmes in Seattle, Washington in the United States of America (USA) and Newcastle upon Tyne, United Kingdom (UK), participated in a project that encouraged them to discuss examples of effective professional development. The teachers from the…
Descriptors: Graduate Study, Masters Degrees, Autism, Special Education
Jones, Phyllis – British Journal of Special Education, 2005
Phyllis Jones is assistant professor in the Department of Special Education at the University of South Florida. In this article, she describes the work she did while acting as consultant to an Early Years Childcare Development Partnership (EYCDP) in the north of England. Part of this process entailed developing a Charter for Inclusion for the…
Descriptors: Foreign Countries, Children
Peer reviewedBishop, Alison; Jones, Phyllis – British Journal of Special Education, 2003
This paper evaluates a British program in which 20 undergraduate students training to be primary science teachers planned and delivered a science workshop to students with severe and profound learning difficulties. Analysis focuses on comments of the college students both before and after the workshop experience. The experience encouraged student…
Descriptors: Attitude Change, Attitudes toward Disabilities, Experiential Learning, Foreign Countries
Peer reviewedJones, Phyllis; Swain, John – British Journal of Special Education, 2001
A study examined the perceptions of 12 British parents of children with special needs concerning their involvement in the required annual review process. Analysis of questionnaire and recorded discussions suggested that parents' views might be valued in principle but devalued in practice. Recommendations focus on preparatory meetings for parents…
Descriptors: Compliance (Legal), Elementary Secondary Education, Foreign Countries, Parent Attitudes
Peer reviewedJones, Phyllis; Swain, John – British Journal of Special Education, 1999
Describes a qualitative investigation into teachers' views of annual reviews as required under the British Special Educational Needs Code of Practice. Emphasis is on the need to reduce the paperwork required of schools and local education agencies in relation to annual reviews. Issues identified concern statutory administrative systems, individual…
Descriptors: Compliance (Legal), Disabilities, Elementary Secondary Education, Foreign Countries
