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Whitty, Elaine; Clarke, Marie – European Journal of Special Needs Education, 2012
This paper through the theoretical framework of constructive attitude theory explores mathematics teachers' attitudes and pedagogical strategies with reference to inclusive practice. The authors argue that though teachers may have formed positive inclusive attitudes, the translation of these into practice does not always occur and poses…
Descriptors: Mathematics Teachers, Student Attitudes, Inclusion, Foreign Countries
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Balshaw, Maggie – European Journal of Special Needs Education, 2010
A closer look at the dynamics of school organisation, culture and ethos in respect to the support and management of teaching assistants (TAs) can help to develop more effective ways of using their energy, skills and talent. Focusing on the UK System, this author has found promising practices that can be built on. Where schools have begun to look…
Descriptors: Teacher Aides, Foreign Countries, Professional Development, Job Placement
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Connolley, Steven; Hausstatter, Rune Sarromaa – European Journal of Special Needs Education, 2009
This article presents the authors' response to the commentaries on their article. In reply to Julie Allan they contend that it is not so much the exposure to democratic ideas that they are against as much as the argument that democratic practices ought to be a central element in schooling. Moreover, they do not argue that introducing democratic…
Descriptors: Inclusive Schools, Equal Education, Civil Rights, Mainstreaming
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Steinnes, Jenny – European Journal of Special Needs Education, 2009
This article presents the author's response to Connolley and Hausstatter's article "Tocqueville on Democracy and Inclusive Education: A More Ardent and Enduring Love of Equality than of Liberty." The perspectives of diversity treated in their article are both diversity among "people's abilities," and diversity of "opinions." According to Connolley…
Descriptors: Mainstreaming, Special Needs Students, Equal Education, Civil Rights
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Allan, Julie – European Journal of Special Needs Education, 2009
This article presents the author's response to "Tocqueville on Democracy and Inclusive Education: A More Ardent and Enduring Love of Equality than of Liberty" written by Steven Connolley and Rune Sarromaa Hausstatter. The author agrees with Connolley and Hausstatter that people need to stop and question the assumptions and values associated with…
Descriptors: Inclusive Schools, Democracy, Disabilities, Mainstreaming
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Smith, Anne – European Journal of Special Needs Education, 2009
This article presents the author's response to "Tocqueville on Democracy and Inclusive Education: A More Ardent and Enduring Love of Equality than of Liberty" written by Steven Connolley and Rune Sarromaa Hausstatter. Connolley and Hausstatter frame their critique of inclusive education and its relationship to democracy, liberty and equality using…
Descriptors: Inclusive Schools, Democracy, Disabilities, Equal Education
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Kvernbekk, Tone – European Journal of Special Needs Education, 2008
The uses of insider epistemology are many. In Reidun Tangen's thought-provoking paper it is seen as a tentative foundation for educational research involving listening to children's voices. The author argues elsewhere that insider epistemology, from a philosophical viewpoint, is full of paradoxes, inconsistencies and unsolved problems. Its…
Descriptors: Research Problems, Educational Research, Epistemology, Child Advocacy
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Tangen, Reidun – European Journal of Special Needs Education, 2008
The purpose of this reply to Kvernbekk and Lewis's comments regarding the discussion on epistemological and ethical problems of listening to children's voices, is not to propose a coherent foundation free from any epistemological tensions. Rather, Tangen's intent is primarily to explore different perspectives in order to disclose some of their…
Descriptors: Epistemology, Child Psychology, Child Advocacy, Reader Response
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Nilholm, Claes – European Journal of Special Needs Education, 2006
Initially, it is pointed out that adherents of a psycho-medical perspective often suggest exclusive solutions to special educational dilemmas and that such theorizing has been heavily attacked in past decades. However, it is argued that opposition of the psycho-medical understanding of special education runs the risk of blurring differences…
Descriptors: Special Education, Inclusive Schools, Democracy, Social Sciences
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Wilson, John – European Journal of Special Needs Education, 2004
Conceptual problems about justice and disability relate directly to practice. Current thinking tends (1) to consider only distributive justice (the allocation of resources); (2) to assume that educators have the right to impose their own values on the disabled; and (3) to classify people as disabled, and treat those people, in accordance with a…
Descriptors: Disabilities, Justice, Civil Rights, Educational Needs
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Spencer, Simon; Ross, Malcolm – European Journal of Special Needs Education, 1988
The paper argues that microcomputers can be useful in providing visual stimulation to young visually handicapped children. Monitors can present materials in a "back-lit" manner, and input devices such as the touch sensitive screen allow children to interact directly with the images on the screen. (Author/DB)
Descriptors: Computer Uses in Education, Early Childhood Education, Input Output Devices, Microcomputers
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Lebeer, Jo – European Journal of Special Needs Education, 1995
This paper examines parallels between aspects of conductive education for brain-damaged children and R. Feuerstein's theory of mediated learning. Two key aspects of Feuerstein's theory are examined and applied to conductive education: structural cognitive modifiability and the mediation process between culture and child. Mediation processes,…
Descriptors: Cerebral Palsy, Cognitive Processes, Educational Methods, Educational Psychology
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MacKay, Gilbert – European Journal of Special Needs Education, 1995
This article addresses four comparative issues in the development of conductive education programs for children with disabilities in the United Kingdom: (1) the cultural context; (2) the knowledge base of conductive education available in English; (3) the different outlooks of therapy and education; and (4) curriculum issues. (DB)
Descriptors: Comparative Education, Cultural Influences, Curriculum, Educational Methods
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O'Toole, Brian – European Journal of Special Needs Education, 1987
The institution-based model for providing services to individuals with disabilities has limitations in both developing and developed countries. The community-based rehabilitation model was positively evaluated by the World Health Organization as an alternative approach, but the evaluation is questioned on methodological and philosophical grounds.…
Descriptors: Community Programs, Delivery Systems, Developed Nations, Developing Nations
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Reindal, Solveig Magnus – European Journal of Special Needs Education, 1995
This paper questions the claim that able-bodied individuals cannot understand the experience of disability and that disablism is a socially created form of oppression. It examines social constructivist and social creativist views of disability and argues against the social creativist view as the only fruitful perspective concerning disability.…
Descriptors: Constructivism (Learning), Disabilities, Experience, Experiential Learning
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