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izz aty

Independent Schools Council | Publications | Independent Schools Economic Impact Report - 0 views

www.isc.co.uk/...schools-economic-impact-report

independent school english education england united kingdom private school ESTEkiv

shared by izz aty on 12 May 14 - No Cached
  • an independent consultancy has analysed the economic benefits that independent schools bring to Britain
  • An annual contribution to GDP of £9.5 billion
  • More than 227,000 FTE jobs
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  • More than £3.6 billion in tax revenues
  • Annual savings for the taxpayer of £3.0 billion – equivalent to building more than 460 new free schools every year
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  • Additional annual contribution of £1.0 billion to GDP arising out of the high academic performance of ISC school pupils
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  • download the Independent Schools Economic Impact Report here (PDF 4MB).
  • A report by Oxford Economics for the Independent Schools Council. Please download the Independent Schools Economic Impact Report here (PDF 4MB).
izz aty

Irregular verbs (English) (pdf) - 0 views

www.ego4u.com/...irregular-verbs-en.pdf

english esol grammar verbs vocabulary tenses language learning learning language

shared by izz aty on 01 Aug 13 - No Cached
izz aty

Past Tense Irregular Verbs worksheet (pdf) - 0 views

www.grammar.cl/...past-tense-irregular-verbs.pdf

past tense tense grammar english esol language learning language esl worksheet resources teaching reference

shared by izz aty on 30 Jul 13 - No Cached
izz aty

Statistics: how many people have autism spectrum disorders? - | autism | Asperger syndr... - 0 views

www.autism.org.uk/...autism-spectrum-disorders.aspx

ASD UK special education UK english special ed

shared by izz aty on 29 Sep 14 - No Cached
  • The latest prevalence studies of autism indicate that 1.1% of the population in the UK may have autism. This means that over 695,000 people in the UK may have autism, an estimate derived from the 1.1% prevalence rate applied to the 2011 UK census figures.
  • Emerson and Baines (2010) in their meta-analysis of prevalence studies found a range of people with learning disabilities and autism from 15% to 84%, with a mean of 52.6%.
  • Around a third of people with a learning disability may also have autism.
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  • The NHS Information Centre, Community and Mental Health Team, Brugha et al.(2012), found between 31% and 35.4% of people with a learning disability have autism.
  • Baird et al (2006) found a male to female ratio of 3.3:1 for the whole spectrum in their sample.  The Adult Psychiatric Morbidity Survey looked at people in private households, and found a prevalence rate of 1.8% male compared with 0.2% female, (Brugha et al, 2009). However, when they extended the study to include those people with learning disabilities who had been unable to take part in the APMS in 2007 and those in communal residential settings, they found that the rates for females were much closer to those of the males in the learning disabled population, (The NHS Information Centre, Community and Mental Health Team, Brugha et al., 2012).
  • For over 30 years, Sula Wolff, in Edinburgh, has studied children of average or high ability who are impaired in their social interaction but who do not have the full picture of the triad of impairments
  • more than 50 years since Leo Kanner first described his classic autistic syndrome
  • The specific pattern of abnormal behaviour first described by Leo Kanner is also known as 'early infantile autism'. Kanner made no estimate of the possible numbers of people with this condition but he thought that it was rare (Kanner, 1943).
  • autism spectrum disorders are under-diagnosed in females, and therefore the male to female ratio of those who have autism may be closer than is indicated by the figure of 5:1. The under recognition of autism spectrum disorders in females is discussed in Gould and Ashton-Smith (2011)
  • the clinical picture overlaps with Asperger syndrome to a large extent. However, these children represent the most subtle and most able end of the autism spectrum. The majority become independent as adults, many marry and some display exceptional gifts, though retaining the unusual quality of their social interactions
  • they often have a difficult time at school and they need recognition, understanding and acceptance from their parents and teachers. The approach that suits them best is the same as that which is recommended for children with Asperger syndrome and high-functioning autism.
  • Autism and Developmental Disabilities Monitoring Network Surveillance Year 2008 Principal Investigators (2012) Prevalence of autism spectrum disorders - autism and developmental disabilities monitoring network, 14 sites, United States, 2008. Morbidity and Mortality Weekly Report. Surveillance summaries, 61(3), pp. 1-19. Available to download at http://www.cdc.gov/mmwr/preview/mmwrhtml/ss6103a1.htm  [Accessed 15/05/2013]
    • izz aty
      izz aty on 29 Sep 14
       
      http://www.autism.org.uk/about-autism/myths-facts-and-statistics/statistics-how-many-people-have-autism-spectrum-disorders.aspx The word 'autism' was first used by Leo Kanner in the term 'early infantile autism' which was used to describe a specific pattern of abnormal behaviour. 
  • The Autism and Developmental Disabilities Monitoring Network in the USA looked at 8 year old children in 14 states in 2008, and found a prevalence rate of autism spectrum disorders within those states overall of  1 in 88, with around five times as many boys as girls affected (Autism and Developmental Disabilities Monitoring Network Surveillance Year 2008 Principal Investigators, 2012).
  • The National Center for Health Statistics in the USA published findings from telephone surveys of parents of children aged 6-17 undertaken in 2011-12. The report showed a prevalence rate for ASD of 1 in 50, (Blumberg, S .J. et al, 2013).
  • 2.64% was found in a study done in South Korea, where the researchers found two thirds of the ASD cases were in the mainstream school population, and had never been diagnosed before., (Kim et al, 2011).
  • both the increase in estimates over time and the variability between countries and regions are likely to be because of broadening diagnostic criteria, diagnostic switching, service availability and awareness of ASD among professionals and the public, (Elsabbagh M. et al, 2012).
  • The Department of Health then funded a project to build on the APMS study and look more closely at the numbers of adults with autism that could not have been included in the original study. This included people in residential care settings and those with a more severe learning disability. The study was led by Professor Terry Brugha of the University of Leicester, who also led on autism research for the APMS 2007.  Combining its findings with the original APMS, it found that the actual prevalence of autism is approximately 1.1% of the English population, (The NHS Information Centre, Community and Mental Health Team, Brugha, T. et al., 2012)
  • Blumberg, S. J. et al (2013) Changes in prevalence of parent-reported autism spectrum disorder in school-aged U.S. children: 2007 to 2011–2012. National Health Statistics Reports, No 65. Available to download at http://www.cdc.gov/nchs/data/nhsr/nhsr065.pdf   [Accessed 15/05/2013]
  • Emerson, E. and Baines, S. (2010) The estimated prevalence of autism among adults with learning disabilities in England. Stockton-on-Tees: Improving Health and Lives. Available to download at http://www.improvinghealthandlives.org.uk/projects/autism [Accessed 10/05/2013]
  • Idring, S. et al. (2012) Autism spectrum disorders in the Stockholm Youth Cohort: design, prevalence and validity. PLoS One, 7(7): e41280 Available to download at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3401114/ [Accessed 15/05/2013]
  • Elsabbagh, M. et al (2012) Global prevalence of autism and other pervasive developmental disorders. Autism Research, 5 (3), pp.160-179. Available to download at http://onlinelibrary.wiley.com/doi/10.1002/aur.239/pdf [Accessed 15/05/2013]
  • World Health Organisation.  (1992). International Classification of Diseases. 10th ed. Geneva: WHO.
izz aty

http://unesdoc.unesco.org/images/0023/002341/234137e.pdf - 0 views

unesdoc.unesco.org/...234137e.pdf

education unesco TVET

shared by izz aty on 22 Dec 15 - No Cached
  • izz aty on 22 Dec 15
     
    United Nations Educational, Scientific and Cultural Organization. 2015. Proposal for the Revision of the 2001 Revised Recommendation Concerning Technical and Vocational Education. Retrieved from: http://unesdoc.unesco.org/images/0023/002341/234137e.pdf Accessed on: 22 December 2015.
izz aty

Grammar: Table of English Tenses (pdf) - 0 views

www.englisch-hilfen.de/...tenses_table.pdf

grammar resources reference esol tense pdf writing reading speaking listening esl language learning learning english

shared by izz aty on 06 Jun 12 - Cached
  • izz aty on 06 Jun 12
     
    Signal words, description of usage, constructed form, examples of affirmative/negative/interrogative sentences of different tenses: Present: simple, progressive, simple perfect, perfect progressive Past: simple, progressive, simple perfect, perfect progressive,  Future: 'will', 'going to', progressive, perfect simple, perfect progressive Conditional: simple, progressive, perfect, perfect progressive
izz aty

Summary of Major Provision Changes to the Disability Act - 0 views

www.cdcan.us/...IDEAComparison97to04.pdf

IDEA american special ed dissertationZ

shared by izz aty on 02 Oct 14 - No Cached
izz aty

Economic Consequences of Autism in the UK (pdf) - 0 views

www.learningdisabilities.org.uk/...economic_consequences_uk.pdf

dissertationZ english special ed ASD autism

shared by izz aty on 30 Sep 14 - No Cached
  • izz aty on 30 Sep 14
     
    "both the increase in estimates over time and the variability between countries and regions are likely to be because of broadening diagnostic criteria, diagnostic switching, service availability and awareness of ASD among professionals and the public, (Elsabbagh M. et al, 2012)."
izz aty

Course Design | Center for Teaching | Vanderbilt University - 0 views

cft.vanderbilt.edu/...course-design

shared by izz aty on 04 Jun 15 - No Cached
  • Tools for Teaching, by Barbara Gross Davis, offers a wealth of pragmatic and insightful tactics for designing, revising, and communicating with students about a course: Preparing or Revising a Course includes sections on defining and limiting course content, selecting textbooks and readings, setting course policies, and other administrative tasks. Creating a Syllabus lists twenty categories of information to consider including in a syllabus.
  • Radical Course Revision: A Case Study. In this article from the National Teaching and Learning Forum, Professor Julie Stout (Psychology, Indiana University) adapts principles from behavioral psychology in re-thinking course design, and includes sections on syllabus-building, linking grading to course goals, setting the right tone, and providing a safety net.
  • Course Planning and Teaching. This chapter, from Teaching at Carolina (University of North Carolina-Chapel Hill), offers two particularly useful templates: and Instructional Planning Chart (Figure 1), and a Taxonomy of Educated Objectives (Figure 2), based on Benjamin Bloom’s classic taxonomy. Additionally, the Focus of the Course section offers contrasting cases (Examples A and B) that distinguish between simply describing what will be covered in a course, and articulating specific learning outcomes.
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  • Teaching Goals Inventory. This tool, originally created by Patricia Cross and Thomas Angelo, contains 53 prompts to help instructors identify their goals for a particular course. This on-line version offers rapid self-scoring and data comparisons across goal areas and disciplines.
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Evidence for a Collective Intelligence Factor in the Performance of Human Groups - 0 views

www.wjh.harvard.edu/...Woolley2010a.pdf

science social science psychology sociology gender people society work career

shared by izz aty on 28 Jun 11 - No Cached
  • izz aty on 28 Jun 11
     
    Research (pdf) by Woolley et al: Psychologists have repeatedly shown that a single statistical factor-often called "general intelligence"-emerges from the correlations among people's performance on a wide variety of cognitive tasks. But no one has systematically examined whether a similar kind of "collective intelligence" exists for groups of people. In two studies with 699 people, working in groups of two to five, we find converging evidence of a general collective intelligence factor that explains a group's performance on a wide variety of tasks. This "c factor" is not strongly correlated with the average or maximum individual intelligence of group members but is correlated with the average social sensitivity of group members, the equality in distribution of conversational turn-taking, and the proportion of females in the group.
izz aty

UNESCO 1994 THE SALAMANCA STATEMENT AND FRAMEWORK FOR ACTION ON SPECIAL NEEDS EDUCATION... - 0 views

www.unesco.org/...SALAMA_E.PDF

special education inclusive education salamance UNESCO UN special needs

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  • izz aty on 16 Nov 14
     
    THE SALAMANCA STATEMENT AND FRAMEWORK FOR ACTION ON SPECIAL NEEDS EDUCATION Adopted by the WORLD CONFERENCE ON SPECIAL NEEDS EDUCATION: ACCESS AND QUALITY Salamanca, Spain, 7-10 June 1994 United Nations Educational, Scientific and Cultural Organization Ministry of Education and Science Spain
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Center on International Education Benchmarking » Finland Overview - 0 views

www.ncee.org/...finland-overview

finnish special ed finnish education education finland scandinavian education nordic nordic special ed

shared by izz aty on 17 Nov 14 - No Cached
  • Right after the Second World War, Finland was largely a land of woodcutters and agriculturalists.  Finland’s education system and student achievement at that time were unremarkable.
  • In the early 1990s, Finland was forced to completely re-think its economic strategy. An overheated economy combined with the collapse of the Soviet Union, a major trading partner, to produce a precipitous decline in GDP and an unemployment rate of 20%, higher than in the Great Depression.  Following this cataclysm, Finland applied for entrance into the European Union and began to move away from its traditional export strategies.
  • The government decided to funnel resources into the development of the telecommunications sector, hoping to reinvent Finland as a global telecommunications capital.
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  • By 2003, 22 of every 1000 Finnish workers were involved in the research and development sector, a figure almost three times higher than the OECD average, and more than four times higher than in Finland in 1991.   The Finnish economy had undergone a major transformation.
  • The education system was able to respond to the workforce needs created by the events of the early 90s because of a series of extensive reforms that had begun in 1972, which had changed the face of teaching and learning in Finland.
  • began with creation of a unified comprehensive education structure and national curriculum guidelines.
  • Accompanying the restructuring of schools was a restructuring of teacher education, with responsibility for teacher training moving to Finland’s universities, where Finland’s other most valued professional had long been trained. Other measures were also aimed at improving the quality of the Finnish teaching force. 
  • The Finnish story is not unlike that of Singapore, in that eventual success was the result of a long, slow and rather steady process, not the result of a single development, policy, program or administration.  Each step in the development of the modern Finnish education system built sensibly on those that went before.
  • These reforms and others, described in more detail in other sections on Finland on this site, made Finland’s economic survival in the 1990s possible.
  • if there is a key to the success of the Finnish system, it is the quality of their teachers and the trust that the Finnish people have vested in them.  Some would argue that this, in some sense, makes the Finnish case irrelevant to the decisions to be made by other countries, because they lack the culture in which such a high value is placed on teachers and teaching. 
  • when one examines the specific policies that the Finns have adopted with respect to the recruitment, selection, training, supervision and support of teachers, and the way in which the intense focus on teacher quality is matched to the Finnish approach to accountability, curriculum, instruction and school management, then one begins to see that teacher quality in Finland is not the result of an unmatchable culture, but rather of a specific highly integrated system of policies and structures that other nations can emulate to produce a culture that is no less supportive of teachers and no less likely to result in superior student performance.
  • USEFUL LINKS Finnish Ministry of Education and Culture The Finnish National Board of Education thisisFINLAND: Education & Research Articles World Education Services Education Links – Finland The CIA World Factbook: Finland
  • Every four years, the government prepares a development plan for education and research, using that plan as a vehicle to make sure that the Finnish system is constantly adapting to the changing needs, including the economic needs, of the country.
  • Though Finland’s population is very homogenous (more than 98% are descended from Finnish stock), that is changing and the Finns know that their education system will have to change to adapt to these changing demographics.
  • Lower-skilled work is also being exported to other parts of Europe and a greater proportion of Finnish jobs will require ever-more-sophisticated skills, another factor that is accounted for in Finnish education planning.
  • The government’s stated priorities going forward include reducing class sizes, enhancing remediation and special needs teaching, improving teachers’ working conditions, establishing new opportunities for teachers to develop their professional skills, and overhauling adult education and training
  • it took decades for the Finns to build the system whose fruits they are now enjoying.
  • OECD. (2014). Education at a Glance 2014 – Country Note: Finland.
  • Finnish National Board of Education. (2012). International comparisons of some features of the Finnish education and training system 2011.
  • Ministry of Education and Culture, Finland. (2012). Education and Research 2011-2016: A development plan.
  • OECD. (2011). “The Children Must Play: What the U.S. Could Learn from Finland” in The New Republic. (PDF)
  • Abrams, S. (2011). “Finland: Slow and Steady Reform for Consistently High Results,” in Strong Performers, Successful Reformers in Education: Lessons from PISA for the United States. (PDF)
  • The World Bank. (2006). Policy Development and Reform Principles of Basic and Secondary Education in Finland since 1968. Education Working Paper Series. (PDF)
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