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izz aty

Problems of Development Today | Globalization101 - 0 views

www.globalization101.org/problems-of-development-today

shared by izz aty on 11 Oct 14 - No Cached
  • the problems facing developing countries revolve around what are generally called “structural constraints” to development
  • a modern economy cannot function without a division and diversification of labor. Thus, countries with small populations may have trouble developing and gaining access to markets, while landlocked countries may struggle to integrate with global markets and expand their economies.
  • Other common constraints on development are high economic poverty, hunger, high mortality rates, unsafe water supplies, poor education systems, corrupt governments, war, and poor sanitation. These factors all combine to create what the World Bank calls “poverty traps”—cycles that must be broken for countries to develop
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  • geographic advantages do not always result in sound development in cases when governments squander valuable natural resources. The World Bank, therefore, recommends that countries focus on six areas of policy to improve chances of development: Investment in education and health Increasing productivity of small farms Improving infrastructure (for example, roads) Developing an industrial policy to promote manufacturing Promoting democracy and human rights Ensuring environmental protection
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EFL/ESL Teaching Techniques from The Internet TESL Journal - 0 views

iteslj.org/Techniques

esol efl esl materials resources teaching learning english language learning language english education teaching reference lesson plans activities ideas classroom management internet technology speaking listening reading writing oral culture drama grammar

shared by izz aty on 21 Feb 12 - Cached
  • Adults
  • Adapting the L2 Classroom for Age-related Vision ImpairmentsBy Jessica A. ThonnTeaching Adult ESL LearnersBy Yi Yang
  • Authentic Materials / Realia
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  • Effective Ways to Use Authentic Materials with ESL/EFL StudentsBy Charles Kelly, Lawrence Kelly, Mark Offner and Bruce VorlandAuthentic Materials and Cultural Content in EFL ClassroomsBy Ferit KilickayaUsing Creative Thinking to Find New Uses for RealiaBy Simon Mumford
  • Autonomy
  • My Philosophy for Teaching English for BusinessBy Lawrence BaronUsing Authentic Business Transcripts in the ESL ClassroomBy Jonathan CliftonTeaching Business Communication to LEP StudentsBy Ken LauFrameworking in Business English ClassesBy John AdamsonTeaching Tips for ESL University Business English InstructorsBy William BrooksMethodology for Using Case Studies in the Business English Language ClassroomBy Peter Daly
  • Becoming a Better Teacher
  • Matching Teaching Styles with Learning Styles in East Asian ContextsBy Rao ZhenhuiTeam Teaching Tips for Foreign Language TeachersBy Rebecca Benoit and Bridget HaughThe Importance of Eye Contact in the ClassroomBy Robert Ledbury, Ian White and Steve Darn
  • Business English
  • Three Activities to Promote Learners' AutonomyBy Galina KavaliauskienëGetting Students Actively Involved Using "The Mistake Buster" TechniqueBy Hai K.P. Huynh
  • Classroom Management
  • Perpetual Motion: Keeping the Language Classroom MovingA technique that allows students to practice with as many different partners as possible.By Christopher KelenInteresting Ways to Call Roll in JapanBy Lawrence KlepingerLet Your Students Teach Their ClassBy Naoyoshi Ogawa and Dennis WilkinsonEncouraging Students to Interact with the TeacherBy Roger NunnWhat to Do with Failing StudentsBy Marty DawleyCultural Kickboxing in the ESL Classroom: Encouraging Active ParticipationBy Jan Guidry LacinaA Group Introduction Activity to Create a Safe AtmosphereBy Clay Bussinger
  • Computers
  • Using Presentation Software to Enhance Language LearningBy Miriam Schcolnik and Sara KolQuick Tips for the CALL LaboratoryBy Brian Cullen and John MorrisUsing PowerPoint for ESL TeachingBy Don L. Fisher
  • Culture
  • Encouraging English Expression through Script-based ImprovisationsBy Manette R. BerlingerTeaching Conversation Skills With Content Based MaterialsBy Greg GoodmacherUsing Pair TapingBy Peter H. SchneiderTeaching Conversation Strategies Through Pair-TapingBy Nancy Washburn and Kiel ChristiansonBoosting Speaking Fluency through Partner TapingBy David E. Kluge and Matthew A. TaylorOvercoming Chinese-English Colloquial Habits in WritingBy Ted KnoyCommunicative Language Teaching in a Multimedia Language LabBy Shih-Jen Huang and Hsiao-Fang LiuIt's on the Cards: Adapting a Board-game Communicative ActivityBy Bob Gibson Leaving the Room: An Introduction to Theme-Based Oral EnglishBy Stewart Wachs
  • The Talking Stick: An American Indian Tradition in the ESL ClassroomBy Kimberly FujiokaRole Playing/SimulationBy Patricia K. TompkinsBrainstorming Before Speaking TasksBy Brian CullenTeach Students to Interact, Not Just TalkBy Gerard CounihanFive Steps to Using Your Textbook to Build a More Dynamic EFL Conversation ClassBy Stephen B. RyanDialog Performances: Developing Effective Communication Strategies for Non-English Majors in Japanese UniversitiesBy Susan Gilfert and Robert CrokerOvercoming Common Problems Related to Communicative MethodologyBy Stephen B. RyanDesigning Simple Interactive Tasks for Small GroupsBy Roger NunnTips for Teaching Conversation in the Multilingual ESL ClassroomBy Cara PulickTeaching "How are You" to ESL StudentsBy Brendan DalyUsing Games to Promote Communicative Skills in Language LearningBy Chen, I-JungFacilitating English Conversation Development in Large ClassroomsBy Gerry GibsonHelping EFL/ESL Students by Asking Quality QuestionsBy Nasreen HussainSuccessful Classroom Discussions with Adult Korean ESL/EFL LearnersBy Hye-Yeon Lim & W. I. GriffithIncreasing Authentic Speech in Classroom DiscussionsBy Georgia SmyrniouDesigning Simple Interactive Tasks for Small GroupsBy Roger NunnA Practical and Effective Way to Enhance the ESL Students' Oral CompetenceBy Yichu Qi
  • Conversation / Oral English
  • Practical Techniques for Teaching Culture in the EFL ClassroomBy Brian Cullen and Kazuyoshi SatoRole Play in Teaching Culture: Six Quick Steps for Classroom ImplementationBy Maria A. KodotchigovaCompliments: Integrating Cultural Values into Oral English ClassesBy Chou, Yen-LinRole Play in Teaching Culture: Six Quick Steps for Classroom ImplementationBy Maria A. KodotchigovaGuidelines to Evaluate Cultural Content in TextbooksBy Ferit Kilickaya
  • Drama
  • Drama Techniques for Teaching EnglishBy Vani Chauhan
  • Four Skills
  • Using Picture Dictation Exercises for Practising All Four SkillsBy Sylvia Sao Leng IeongTeaching the Four Skills in the Primary EFL ClassroomBy Marcos Peñate Cabrera and Plácido Bazo
  • Ideas
  • The Structural Drill in Remedial TeachingBy Felix MosesClassroom Techniques for Contextualization:How to make "This is a pen." a pragmatically motivated utterance.By Yoshinori SasakiA Technique for Practising Conditional SentencesBy Galina KavaliauskieneGrammar Correction in ESL/EFL Writing Classes May Not Be EffectiveBy Ronald GrayDoing Things with Sentences in the ESL ClassroomBy Simon MumfordTeaching ESL Students to "Notice" GrammarBy Francis J. Noonan IIIUsing Simple Poems to Teach GrammarBy Hawanum HusseinCommunicative Grammar -- It's Time to Talk.By Noriko NishiguchiEmpowering English Teachers to Grapple with Errors in GrammarBy Caroline Mei Lin HoHelping Students with ModalsBy Michael ThompsonA Technique for Practising Conditional SentencesBy Galina Kavaliauskiene
  • Humor
  • Using Humour in the Second Language ClassroomBy Paul-Emile Chiasson
  • Grammar
  • Using the Internet in ESL Writing InstructionBy Jarek KrajkaSome Possibilities for Using On-line Newspapers in the ESL ClassroomBy Jarek KrajkaGetting Your Class ConnectedSome ideas on using e-mail and homepages.By Dennis E. WilkinsonActivities for Using Junk Email in the ESL/EFL ClassroomBy Suggested ways to use junk mail and some ready-to-use handouts for the classroom.By Michael IvyLet the E-mail Software Do the Work: Time Saving Features for the Writing TeacherBy Ron BelisleDiscussion Forums for ESL LearningBy Peter ConnellReport on a Penpal Project, and Tips for Penpal-Project SuccessBy Vera MelloUsing E-mail in Foreign Language Teaching: Rationale and SuggestionsBy Margaret Gonglewski, Christine Meloni and Jocelyne BrantHow to Build a Multimedia Website for Language StudyBy Randall S. DavisMaking Chat Activities with Native Speakers Meaningful for EFL LearnersBy Jo MynardInteractivity Tools in Online LearningBy Chien-Ching LeeTeaching Search Engines to ESL Students: Avoiding the AvalancheBy Kirsten LincolnTeaching EFL/ESL Students How to Use Search Engines and Develop their EnglishBy Rupert HeringtonInteractivity Tools in Online LearningBy Chien-Ching LeeMaking Chat Activities with Native Speakers Meaningful for EFL LearnersBy Jo MynardHow to Build a Multimedia Website for Language StudyBy Randall S. DavisQuick Tips for the CALL LaboratoryBy Brian Cullen and John MorrisCreating a Learning Community Through Electronic JournalingBy Anne BollatiA Model of Team Teaching in a Web-mediated EAP CourseBy Mihye Harker & Dimitra KoutsantoniUsing LiveJournal for Authentic Communication in EFL ClassesBy Aaron Patric CampbellWeblogs for Use with ESL ClassesBy Aaron Patric Campbell
  • 75 ESL Teaching IdeasBy Hall Houston
  • Redesigning Non-Task-Based Materials to Fit a Task-Based FrameworkBy Kevin RooneyA Holistic Classroom Activity - The Class SurveyBy Roger NunnThree Activities to Promote Learners' AutonomyBy Galina Kavaliauskienë
  • Music and Song in DiscussionBy Brian CullenSong DictationBy Brian CullenTeaching Phrasal Verbs Using SongsBy Subrahmanian UpendranHelping Prospective EFL Teachers Learn How to Use Songs in Teaching Conversation ClassesBy Natalia F. OrlovaFocused Listening with SongsBy Isaiah WonHo Yoo
  • Getting the Most from Textbook Listening ActivitiesBy Thomas LavelleTraining for Impromptu Speaking and Testing Active Listening With a Focus on Japanese StudentsBy Cecilia B-IkeguchiDictation DrawingBy Brian GroverReal Audio to Augment Real Listening in the ESL ClassroomBy Frank TuziSelf-Instruction by Audio CassetteBy John SmallDictation as a Language Learning DeviceBy Scott AlkireFocused Listening with SongsBy Isaiah WonHo YooListening Activities for Effective Top-down ProcessingBy Ji LingzhuDictation as a Language Learning DeviceBy Scott Alkire
  • Material Development / Activity Ideas
  • Internet
  • Motivation
  • Sustaining an Interest in Learning English and Increasing the Motivation to Learn English: An Enrichment ProgramBy Supyan Hussin, Nooreiny Maarof, and J. V. D'CruzHelping ESL Learners to See Their Own ImprovementBy Upendran SubrahmanianCommunicating SuccessBy Trevor SargentCreative and Critical Thinking in Language ClassroomsBy Muhammad Kamarul KabilanLearner Training for Learner Autonomy on Summer Language CoursesBy Ciarán P. McCarthyEncouraging Students to Become Stakeholders in the ESL ClassroomBy Karen BordonaroMotivation in the ESL ClassroomBy William T. Lile
  • Music and Songs
  • Listening
  • Pronunciation
  • Some Techniques for Teaching PronunciationBy David F. DaltonTesting Some Suprasegmental Features of English SpeechBy Mehmet CelikTeaching English Intonation to EFL/ESLStudentsBy Mehmet CelikReverse Accent Mimicry: An Accent Reduction Technique for Second Language LearnersBy Laurence M. HiltonA Quick Way to Improve /r/ and /l/ PronunciationBy Tim GreerTeaching English Intonation to EFL/ESLStudentsBy Mehmet Celik
  • Teaching Debate to ESL Students: A Six-Class UnitBy Daniel KriegerGuiding ESL Students Towards Independent Speech MakingBy Françoise Nunn and Roger NunnA Genre Approach to Oral PresentationsBy Fiona Webster
  • Public Speaking
  • Teaching EFL/ESL Students How to Read Time and NewsweekBy J. Ignacio BermejoGraffiti for ESL ReadersDescribes an activity using content-based articles.By Brent BuhlerReading and Writing through Neuro-Linguistic ProgrammingBy Tom MaguireHow to Read Nonfictional English Text Faster and More EffectivelyBy Helmut StiefenhöferWhat Do We Test When We Test Reading Comprehension?By Akmar MohamadTeaching ESL Reading Using ComputersBy Saad AlKahtaniAn Integrated Approach to Teaching Literature in the EFL ClassroomBy Christine SavvidouA Fun Reading Quiz GameBy Madhavi Gayathri RamanReading Aloud (Out Loud) in Conversational English Classes By Derek KellyUsing Children's Literature with Young LearnersBy Eowyn BrownUsing News Stories in the ESL ClassroomBy Robin Antepara
  • Reading
  • Testing
  • A Method for Oral Testing in University English Programs at Korean UniversitiesBy David B. KentMeasuring Word Recognition Using a PictureBy Jungok Bae
  • Video
  • Developing Film Study GuidesBy Donna Hurst TatsukiDeveloping an English for Specific Purposes Course Using a Learner Centered Approach: A Russian ExperienceBy Pavel V. SysoyevVideotaping an English Mini-drama in Your ClassroomBy David G. MagnussonUsing CNN News Video in the EFL ClassroomBy Alan S. MackenzieContent Video in the EFL ClassroomBy Michael FurmanovskyCaptioned Video: Making it Work for YouBy Randall S. DavisUsing Movie Trailers in an ESL CALL ClassBy John GebhardtVideo Production in the Foreign Language Classroom: Some Practical IdeasBy Sebastian Brooke
  • Vocabulary
  • Personal Vocabulary NotesBy Joshua KurzweilLearner-centered Vocabulary Building PracticeBy Sadia Yasser AliA Learner-Centred Approach to Vocabulary Review Using BingoBy Galina KavaliauskienëSongs, Verse and Games for Teaching GrammarBy Arif Saricoban & Esen MetinDeductive & Inductive Lessons for Saudi EFL Freshmen StudentsBy Mohammed Y. Al-KharratWarm-up Exercises in Listening ClassesBy Zhang Yi JunGetting Japanese Children to Make Use of Naturally-sounding English in the ClassroomBy Junko YamamotoVocabulary Teaching Using Student-Written DialoguesBy Alice Dana Delaney WalkerTeaching Vocabulary to Japanese Students: A Lexical ApproachBy Kwabena AsareDrilling Can Be FunBy Simon MumfordThe Use of Corpora in the Vocabulary ClassroomBy Yu Hua ChenBuilding Vocabulary Through Prefixes, Roots & SuffixesBy William PittmanPersonal Vocabulary NotesBy Joshua KurzweilTeaching Vocabulary to Japanese Students: A Lexical ApproachBy Kwabena AsareMeasuring Word Recognition Using a PictureBy Jungok Bae
  • Writing
  • Secret Partner Journals for Motivation, Fluency and FunBy Timothy StewartReading and Writing through Neuro-Linguistic ProgrammingBy Tom MaguireA Peer Review Activity for Essay OrganizationBy Bob GibsonMaking Jigsaw Activities Using Newspaper ArticlesBy David DycusUsing Postcards in the ClassroomBy Peter LobellLess Is More: Summary Writing and Sentence Structure in the Advanced ESL ClassroomBy George L. GreaneyTeaching Integrated Writing SkillsBy Cecilia B-IkeguchiCorrecting Students' WritingBy Bryan MurphyUsing E-mail in EFL Writing ClassesBy Eui-Kap LeeApproaching Writing Skills through Fairy TalesBy Silvia BrutiTeaching ESL/EFL Students to Write BetterBy Yesim CimcozEnglish Writing Program for Engineering StudentsBy Hui Mien TanFreewriting, Prompts and FeedbackBy Kenneth J. DicksonPortfolios and Process Writing: A Practical ApproachBy Simon ReaInteractive Writing in the EFL Class: A Repertoire of TasksBy María Palmira Massi
  • Using Cooperative Learning to Integrate Thinking and Information Technology in a Content-Based Writing LessonBy Gabriel Tan, Patrick B Gallo, George M Jacobs and Christine Kim-Eng LeeEncouraging Engineering Students to Write Simple EssaysBy Thevy RajaretnamIntegrating Writing with ReadingBy Yang ShuyingThe Process Writing MethodBy Daniel J. JarvisSuggestions for Evaluating ESL Writing HolisticallyBy Matthew W. CurrierDeveloping Writing Skills in a Foreign Language via the InternetBy Roger C. KenworthyCreating a Writing Course Utilizing Class and Student BlogsBy Andrew JohnsonA Fun Way to Generate Ideas for Comparison ParagraphsBy Melodie CookSeeing is Understanding: Improving Coherence in Students' Writing By Chien-Ching LeeDeveloping Task-based Writing with Adolescent EFL StudentsBy Maria CabralProviding Feedback on ESL Students' Written AssignmentsBy Jason Gordon WilliamsSimple Steps to Successful Revision in L2 WritingBy Catherine ColemanTeaching TESOL Undergraduates to Organize and Write Literature ReviewsBy Roberto CriolloThe Process Writing MethodBy Daniel J. JarvisIntegrating Writing with ReadingBy Yang ShuyingEncouraging Engineering Students to Write Simple EssaysBy Thevy Rajaretnam
  • Other
  • Maximizing Study Trips AbroadBy Howard HigaThe Application of Universal Instructional Design to ESL TeachingBy Kregg C. StrehornBaFa BaFa: Does it Work with University EFL Learners?By Donald Glenn CarrollA Tutor-Guided Learning Scheme in a Self-Access CentreBy Lai Lai KwanImproving Science Students' Fluency through Project WorkBy Nebila Dhieb-HeniaUsing Service-Learning as Part of an ESL ProgramBy James M. MinorIncorporating Critical Thinking Skills Development into ESL/EFL CoursesBy Andy HalvorsenHelping ESL Learners to Minimize Collocational ErrorsBy Rotimi TaiwoUsing Concept Maps to Gauge Students' UnderstandingBy Lee Chien ChingContent Based ESL Curriculum and Academic Language ProficiencyBy Clara Lee BrownUsing Pictures from MagazinesBy Joep van der WerffEnhancing Critical Thinking with Structured Controversial DialoguesBy Hanizah Zainuddin & Rashid A. MooreUsing Expectations to Improve LearningBy Gena BennettIntegrating Language Learning Strategy Instruction into ESL/EFL LessonsBy Catherine Y. KinoshitaUsing Checklists to "Standardise" ContentBy Chien-Ching LeeGames in the ESL and EFL ClassBy Angkana DeesriOvercoming Common Problems Related to Communicative MethodologyBy Stephen B. Ryan
izz aty

Education and International Development MA - Institute of Education, University of London - 0 views

www.ioe.ac.uk/...PMM9_EID9IM.html

education tertiary education international development learning

shared by izz aty on 25 Mar 13 - No Cached
  • izz aty on 25 Mar 13
     
    This masters degree will: - introduce concepts of development and educational development - assess the role of education and learning in the development process by examining theory and research - examine contemporary policy issues regarding education in low- and middle-income countries.
izz aty

Inclusive Education In Malaysia Education Essay - 0 views

www.ukessays.com/...n-malaysia-education-essay.php

malaysia malaysian education inclusive education education

shared by izz aty on 26 Nov 14 - No Cached
  • Inclusive education in Malaysia originated from the ‘special education’ agenda as defined in the Education Act 1996 (1998) and its approach is referred to this tradition.
  • These mandates are intended to promote equal rights and access to education for persons with disabilities. The ‘educability’ criterion assumes that there are children who are uneducable within the public school system and thus these children are catered to within community-based rehabilitation (CBR) settings (MOE, 2006). CBR programmes are government-initiated, centre-based programmes at the community level aimed to provide education that emphasises therapy and rehabilitation to children with learning disabilities (Kuno, 2007). CBR programmes are quite detached from the mainstream school system. However, in practice, the division between both provisions is less definite, and students who should benefit from them become victims of bureaucratic procedures (Adnan & Hafiz, 2001).
  • Malaysia embarked on the first stage when the first school for the blind was opened in 1929, followed by a school for the deaf very much later in 1954
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  • These schools were initiated under the programs of the Ministry of Social Welfare with the help of religious missionaries. Malaysia entered its second stage when professional preparation programs for special education were formally established by the Ministry of Education in 1961. Lacking its own expertise and technology, Malaysia entered its third stage when it began importing knowledge and expertise by sending its education professionals abroad for research degrees and in-service attachments in special needs education in the 1980s and 1990s, and attempting to customize what was learned to its national conditions. Malaysia’s participation in international workshops and activities of the UN and UNESCO and subsequent reforms as reflected in the Education Act (1998) describes the active development of policy and changes in practices during this period. In 1993, the first preservice teacher preparation leading to a Bachelor of Education degree program in special needs education was initiated in Universiti Kebangsaan Malaysia. The program was developed alongside a collaborative project in curriculum development with three universities in the United Kingdom, namely, the Universities of Manchester, Birmingham and Cambridge (Jelas, 1996; 1999).
  • The terms ‘special needs’ introduced in the Education Act 1996 (1998) are defined as follows: “Pupils with special needs’ means pupils with visual impairment or hearing impairment or with learning disabilities” And ‘inclusive education’ is introduced as part of the continuum of services available for children with special needs: “Special education programme” means – A programme which is provided in special schools for pupils with visual impairment or hearing impairment; An integrated programme in general schools for pupils with visual impairment or hearing impairment or with learning disabilities; and An inclusive education programme for pupils with special needs and who are able to attend normal classes together with normal pupils” (Education Act 1996, 1998, p. 341)
  • However, the eligibility for special education placement is based on the ‘educability’ of children as assessed by a team of professionals. This is documented in the Act, which states: “(1) For government and government-aided schools, pupils with special needs who are educable are eligible to attend the special education programme except for the following pupils: physically handicapped pupils with the mental ability to learn like normal pupils; and pupils with multiple disabilities or with profound physical handicap or severe mental retardation. A pupil with special needs is educable if he is able to manage himself without help and is confirmed by a panel consisting of a medical practitioner, an officer from the MOE and an officer from the Welfare Department of the MWFCD, as capable of undergoing the national educational programme” (Education Act 1996, 1998, p. 342) The eligibility dilemma
  • While the current public policy for children with special educational needs, particularly those categories of children classified as experiencing ‘learning disabilities’ have access to regular schools as stated in the Act, the ‘educability’ criteria contradicts the goals of providing equal education opportunities as stipulated in the United Nation’s Standard Rules on the Equalisation of Opportunities for Persons with Disabilities (1993), The Salamanca Statement (1994) and the Biwako Millenium Framework for Action (UNESCAP, 2002).
  • Foreign experts are initially relied upon to provide the knowledge and to encourage its development prior to the emergence of a profession within a country. The first professionals to provide services are usually trained abroad. The second stage followed this first stage, in which colleges and universities established programs and departments to teach the discipline and prepare the professionals. The second stage leads to the third stage, in which colleges and universities import developed from abroad to achieve standards that characterised the discipline in more developed nations. During this stage, the concepts, theories and models of implementation found in the more developed countries are taught, applied and tested; some of which may transfer more successfully than others.
  • Before special programmes were available, students with special needs were described by their characteristics and by the instructional challenges they presented to teachers. When the education system began to respond to the needs of each emerging group of special needs students, services were established and eligibility criteria determined. From that point on, a child was identified (for school and placement purposes) as having or experiencing a ‘special educational need’ and if he or she is “able to manage him or herself without help” (Education Act 1996, 1998), the child will be eligible for a given programme or service. This process was repeated as each new group of special needs students emerged – for example, children with visual and hearing impairments in the 1960s, children with mild intellectual in the 1980s and 1990s, and more recently, children with attention deficit hyperactivity disorders and children with dyslexia.
  • in the Education Act 1996 (1998) that the perspectives of professionals (“a medical practitioner, an officer from the MOE and an officer from the Welfare Department of the MWFCD” p. 342) have the most power in determining the way children are categorised and whether these children are “capable of undergoing the national educational programme” (Education Act 1996, 1998)
  • policy makers and professionals continue to see special schools and classes as well as categories as having an important place in provisions. Responses at the Ministerial level revealed an emphasis on diversity and acceptance of human characteristics as problematic and that learning difficulties are technical problems that require specialised discipline knowledge that cannot be dealt with in the “normal classes with normal children” (Education Act 1996, 1998 p. 341).
  • The National Report on the development of education states: Inclusion in Malaysia subscribed to the concept of placing SEN students into mainstream classes to be educated alongside their peers, either with or without additional support, and within the present school system. This concept of IE (inclusive education) might not be in line with the ideal concept based on “acceptance, belonging and about providing school settings in which all disadvantaged children can be valued equally and be provided with equal educational opportunities … (MOE, 2004, p. 28),
  • Even though inclusive education was implemented at the policy level more than 10 years ago and school participation has rapidly increased quantitatively, Malaysia is far from reaching its goal of providing “a responsive education path for every child and youth with SEN” (MOE, 2004)
  • The emphasis on the ability “to cope with mainstream learning” seemed consistent with the integration models that came about in the 1980s. Integration models mainly focused on placing students with mild disabilities, identified and “diagnosed” as having special needs in mainstream schools. In such models, students must adapt to the norms, expectations, styles, routines and practices of the education system instead of the education system adapting to the learner (UNESCO, 2008). The integrated programme is the dominant format for delivering services to special needs students in Malaysia, then and now.
  • Once placed, few special education students returned to the regular education class on full-time basis. Although the special classroom and special schools continued as options, integrated programmes (placement in regular classrooms) for students with visual and hearing impairments are available with support from the resource teacher
  • Historically, the disenchantment of many special educators and the concern of the efficacy of the prevailing approach (Ainscow, 1994; Meyen & Skrtic, 1995; Sorrells, Rieth & Sindelar, 2004; Stainback & Stainback, 1992) raised questions about how best to assure a quality and equitable education for students with disabilities and spawned the push for a more inclusive approach to special education programming. While these reforms were mandated in the United Nations Declarations and UNESCO’s Framework of Actions on special needs education of which Malaysia’s policy on inclusive education subscribes to, the focus on diagnosis, prescription, and intervention continued to be central to determining eligibility and making placement decisions. Thus, although special education practices had changed, the grounding assumptions of human pathology and organisational rationality (Biklen, 2000; Oliver, 1996; Skrtic, 1991) have not been critically examined. In this context, special education is used to maintain and legitimise exclusion of students with disabilities within a school culture and system characterised by competition and selection (Skrtic, 1995; Corbett, 1999; Slee, 2001; Kearney & Kane, 2006).
  • While the philosophical basis of including SEN students into mainstream schools is accepted as a policy, the continued legitimization of paradigms that exclude SEN students is also acknowledged by rationalising between the “ideal” and the “not-so-ideal” concept of inclusive education. This ambivalence is reinforced by the following statements: Prior to inclusion, especially in the early part of their formal education, SEN students are equipped with relevant basic skills and knowledge to enable them to cope with mainstream learning. Only those who are diagnosed capable to cope with mainstream learning would be included fully or partially. (MOE, 2004, p. 29)
  • In principle, Malaysia is committed to providing education for all with the implementation of compulsory education in 2003 as evident by a high participation rate of 98.49 per cent (MOE, 2004). This statement of intent towards compulsory education for all which was an amendment of the Education Act 1996, however, did not include children with disabilities
  • The radical perspective that leads to a reconceptualisation of special educational needs have been well documented for the past twenty years (Barton, 1988; Lipsky & Gartner, 1989; Ainscow, 1991; Fuchs & Fuchs, 1994; Clark et. al., 1998; Donoghue, 2003) and critiques argued and showed evidence how the education system creates rather than remediate disabilities (Skrtic, 1991; Corbett, 1999; Vlachou, 2004; Carrington & Robinson, 2006). The new perspective on special educational needs is based on the view that the way forward must be to reform schools in ways that will make them respond positively to pupil diversity, seeing individual differences as something to be nurtured. But, as cautioned by Ainscow (1994): This kind of approach is only possible in schools where there exist a respect for individuality and a culture of collaboration that encourages and supports problem-solving. Such cultures are likely to facilitate the learning of all pupils and, alongside them, the professional learning of all teachers. Ultimately, therefore, this line of argument makes the case that increasing equity is the key to improvements in schooling for all. (Ainscow, 1994, p12)
  • Education in Malaysia is driven largely by an examination–oriented system characterised by curriculum rigidity and rote learning rather than critical and independent thinking. Like schools in Singapore and Hong Kong (Poon-McBrayer, 2004), school leadership are in great pressure to compete for the best examination results in terms of the percentages of passes and the number of A’s acquired by students in public school examinations
  • The culture of elitism compels parents to prepare their children to be accepted into high ranking or fully residential schools which usually achieve high scores in examination results.
  • Although the ‘intertwining of the standards and inclusion agenda’ can lead to positive consequences (Ainscow et al, 2006), the emphasis on the preparation and drill for the public examinations therefore, left little or no time for teachers to accommodate individual learning needs of students in general. Media reports on schools’ and students’ performance intensify competition and further marginalise SEN students, who, to a large extent are not expected to compete. Competing priorities make it more difficult for schools to fully include children with SEN.
  • Continued advancement of special needs education in Malaysia will require bifocal perspectives. One focus has an international perspective and requires Malaysians’ awareness of the international body of literature and trends in practice that enables them to take advantage of the knowledge and experience gained by those in other countries. Malaysia may also profit especially from knowledge provided by its Asian neighbours namely Japan, India and China, or other countries that seems to be struggling with many of the same issues.
  • effective special needs education services require awareness of social and educational traditions, social philosophies that manifest in schooling and school culture and ways of resolving conflict that may be unique to one country and the impact these qualities have on general and special needs education services (Peters, 2003).
izz aty

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)
izz aty

Statistics Finland - Statistics by topic - Special education - 0 views

www.stat.fi/kas_en.html

finnish special ed scandinavian education finnish education autism ASD aspergers ADHD LDiff

shared by izz aty on 21 Nov 14 - No Cached
  • Acceptances or transfers to special education In the statistics on special education in comprehensive schools, acceptances and transfers to special education in 1995 to 2010 refer to pupils who have been accepted or transferred to special education due to disability, illness, delayed development, emotional disorder or other reason. Decisions about acceptances or transfers have been made by municipal administrative bodies and have required hearing of experts and parents, and drawing up of plans concerning the organisation of personal teaching. If necessary, subject syllabuses can have been individualised and reduced from those in general education. Duration of compulsory education can also have been extended where the pupil has not been to able reach the targets set for comprehensive school education within nine years. From 2011 onwards, comprehensive school pupils accepted and transferred to special education have been considered equal to comprehensive school pupils having received special support.
  • Comprehensive school In the statistics on pre-primary and comprehensive school education, subject choices of students, special education, and students and qualifications of educational institutions comprehensive schools refer to educational institutions providing basic, general knowledge teaching to an entire age cohort (basic comprehensive school education, compulsory education school). All children of the compulsory school age of 7 to 16 must complete the comprehensive school. Completion of the comprehensive school takes nine years.
  • 1. Severely delayed development The grounds for acceptance or transfer to special education are moderate, severe or very severe delay of development. Pupils' syllabuses are always partly or com-pletely individualised. 2. Slightly delayed development The grounds for acceptance or transfer to special education are slight delay in the pupil's development. 3. Varying degrees of cerebral dysfunction, physical disability or similar The grounds for acceptance or transfer to special education are the pupil's neurological disability or developmental disorder, such as ADHD, or physical disability, such as the CP syndrome. 4. Emotional disturbance or social maladjustment The grounds for acceptance or transfer to special education are the pupil's emo-tional disturbance or social maladjustment. 5. Learning difficulties related to autism or the Asperger's syndrome The grounds for acceptance or transfer to special education are the pupil's autism or Asperger's syndrome. 6. Learning difficulties caused by impaired linguistic development (dysphasia) The grounds for acceptance or transfer to special education are the pupil's im-paired linguistic development (dysphasia). 7. Visual impairment The grounds for acceptance or transfer to special education are the pupil's visual impairment. 8. Hearing impairment The grounds for acceptance or transfer to special education are the pupil's hear-ing impairment. 9. Other than reasons listed above The grounds for acceptance or transfer to special education are some other reasons not listed above. The grounds for special education were based on the decision concerning acceptance or transfer to special education.
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  • Grounds for special education In the statistics on special education in comprehensive schools, the grounds for acceptance or transfer to special education were in 2001 to 2010 as follows
  • ntensified support In the statistics on special education in comprehensive schools and in the statistics on pre-primary and comprehensive school education, intensified support refers to support to pupils on which a learning plan for intensified support has been drawn up. Intensified support is provided to pupils who need for their learning or school attendance regular support or simultaneously several forms of support (e.g. remedial teaching, part-time special education, school assistant or interpretation services) The support arranged for the pupil is recorded in the learning plan that is drawn up based on pedagogical assessment in co-operation with the pupil and his or her guardian.
  • Part-time special education n the statistics on special education in comprehensive schools, part-time special education refers to teaching pupils can have beside other teaching if they have difficulties in learning or school attendance. Pupils can receive part-time special education also during intensified or special support
  • Reason for part-time special education In the statistics on special education in comprehensive schools, the reasons for part-time special education were in the academic years 2001/2002 to 2009/2010 as follows: 1) Speech disorder 2) Reading or writing disorder or difficulty 3) Learning difficulty in mathematics 4) Learning difficulty in foreign languages 5) Difficulties in adjustment or emotional disorder, or 6) Other learning difficulties. The reason for part-time special education was determined by the primary reason for needing special education.
  • Place of provision of special education In the statistics on special education, the places of provision of special education were in 2001 to 2010 as follows: 1. All teaching is provided in a general education group: pupils are fully integrated into groups attending general education. 2. Teaching is partially provided in a general education group: pupils study partly in special classes or groups and partly in groups attending general education. 3. Special groups, special classes: pupils study in special groups or classes. From 2011 onwards, the concept "place of implementation of special education" corresponds to the concept "place of provision of special education".
  • Place of implementation of special education In the statistics on special education in comprehensive schools, for pupils with a decision on special support the places of implementation of teaching are from 2011 as follows: 1. All teaching is provided in a general education group. 2. 51 to 99 per cent of teaching is provided in a general education group. 3. 21 to 50 per cent of teaching is provided in a general education group. 4. 1 to 20 per cent of teaching is provided in a general education group. 5. All teaching is provided in special groups or classes. In 2001 to 2010, the concept "place of provision of special education" corresponds to the concept "place of implementation of special education".
  • Special education In the statistics on special education in comprehensive schools and in the statistics on pre-primary and comprehensive school education, special education refers to teaching arranged from 1995 to 2010 for those accepted and transferred to special education and starting from 2011 that arranged for pupils receiving special support because of disability, illness, delayed development, emotional disturbance or some other comparable special reason. Part-time special education is also special education that pupils can have besides other teaching if they have difficulties in learning or school attendance.
  • Before the decision on special support, the pupil and his or her guardian are heard and a pedagogical survey is made, including an assessment of the need for special support. The decision is checked at least after the second grade and before the transition to the seventh grade. An individual plan on the arrangement of teaching is made for special support pupils. Support to learning and school attendance can be divided into general, intensified and special support. If general support is not enough, intensified support is provided. If intensified support is not enough, special support is provided. Comprehensive school pupils accepted and transferred to special education in previous years (1995-2010) are considered equal to special support pupils.
  • Comprehensive school education is general knowledge education provided for entire age cohorts. All children permanently resident in Finland must attend compulsory education. Compulsory education starts in the year of the child's seventh birthday.
izz aty

Wahab et al 2010 Transformational of Malaysian's Polytechnic into University College in 2015: Issues and Challenges for Malaysian Technical and Vocational Education - 0 views

fptk.upi.edu/...28_Sahul_Hamed_Abd_Wahab.pdf

lifelong learning HTVET educational policy education

shared by izz aty on 21 Dec 15 - No Cached
  • izz aty on 21 Dec 15
     
    Proceedings of the 1stUPI International Conference on Technical and Vocational Education and Training Bandung, Indonesia, 10-11 November 2010 570 Transformational of Malaysian's Polytechnic into University College in 2015: Issues and Challenges for Malaysian Technical and Vocational Education Sahul Hamed Abd. Wahab1 , Mohd Amin Zakaria2 , Mohd Ali Jasmi3 Politeknik Johor Bahru 81700 Pasir Gudang Johor Malaysia. sahul@polijb.edu.my, mohd_amin_zakaria@yahoo.com, matali_jasmie@yahoo.com Abstract Malaysian Polytechnic has been operated for almost 41 years. It was established by the Ministry of Education with the help of UNESCO in 1969. The amount of RM24.5 million is used to fund the pioneer of Politeknik Ungku Omar located in Ipoh, Perak from the United Nations Development Program (UNDP). At present, Malaysia have developed 27 polytechnic at all over states in engineering, agriculture, commerce, hospitality and design courses with 60,840 students in 2009 to 87,440 students in 2012. The Department of Polytechnic Education is committed to provide quality, efficient and customer-friendly services to the highest level of objectivity, confidentiality, integrity and professionalism. Their main purpose is to breaking boundaries for the creation of transformative and creative learning environment for an innovation-led economy and to be Malaysia's number one provider of innovative human capital through transformational education and training for the global workforce by 2015. The objective of this paper is to analyze the issues related on transformational of conventional polytechnic towards students, lecturers, stakeholders, communities, and workforce and skill development in lifelong learning. In addition, to study new courses aligned with development of new technology and currents trend of employment has take into consideration. Finally, a basic frame work of a new dimension for University College based on technical and vocational training is discussed at the end of this p
izz aty

Inclusive Education in Finland: A thwarted development | Saloviita | Zeitschrift für Inklusion - 0 views

www.inklusion-online.net/...172

finnish special ed inclusive issues dissertationZ

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  • Finland differs in the amount of segregated education from its Nordic neighbours Sweden, Norway, and Denmark, where the proportion of segregated education is very low.
  • statistics collected by the European Agency of Special Education (2003), Finnish numbers are more comparable with the situation in Germany, Switzerland, and Belgium.
  • A simple explanation for the large percentage of segregated education is the models of financing. In Finland local authorities receive extra money for each student removed into special education. It has been shown that this kind of financing explains best the international differences in the number of students in special education (Meijer, J.W., 1999).
  • ...70 more annotations...
  • second reason is linked with teacher professionalism. If a teacher can have a difficult student from her class removed, she can secure for herself a less stressful future in her work.
  • Finnish teachers have got a strong union, and it has taken a very negative stance towards educational integration (OAJ, 1989). Teachers, like all other professional groups, have step by step achieved more power in the affairs of local municipalities at the cost of local political process (Heuru, 2000). This has given teachers more influence in guiding schools in the directions they want schools to go.
  • third reason for the large proportion of segregated education lies in the Finnish set of values. In Finland, the shift from an agricultural to an industrial society occurred internationally quite late, during the late forties. The industrial phase remained brief, and the new post-industrial society began to emerge during the late sixties. This means that the traditional values of agricultural and industrial societies still prevail in Finland to a greater extent than in many other countries. These traditional values stress overall conformity and tend to reject people who are considered socially deviant. The Finnish traditional set of values also manifests itself in the internationally high proportions of past sterilization of people with disabilities, high proportion of disabled people in institutions, or in the exceptionally high frequency of fetal screening (Emerson, et. al., 1996; Meskus, 2003).
  • Traditional Finnish sets of values combined with strong teacher professionalism together explain the high legitimacy of segregated special education in Finnish society
  • increasing numbers of students in special education are interpreted by representatives of the government as a healthy answer to increasing pathological conditions of children.
  • nternational discussion on inclusion (UN, 1993; Unesco, 1994) was first met in Finland by silence, which continued for several years (e.g. Blom, et al., 1996).
  • At the political level, inclusion is not raised as a goal to be sought
  • it is understood as a state that has already been achieved, because all that is possible has already been done.
  • The main focus of special education policy is localized in the neoliberal philosophy of “early intervention”, where problems are found in the pathological conditions of individual children (Plan for Education and Research 2007-2011 by the Ministry of Education). This focus is evident also in the Special Education Strategy report of the Special Education Committee of the Ministry of Education (2007). Furthermore, none of the political parties have raised the issue of inclusive education, outside of the small left wing party, The Left Alliance.
  • Since the rehabilitation committee of 1966, the official documents of the National Board of Education have repeatedly stated that integration is a primary choice which, however, is not always possible to achieve. What is “possible” depends on the abilities of the person himself, and these limits are decided by teachers.
  • A popular scapegoat for the lack of integration is found in deficits in teacher education (Special Education Committee, 2007). According to this explanation integration is not possible because teachers have not acquired the necessary skills in their education. Antagonists of this explanation underline that current teacher education is fully adequate in this respect and gives readiness for all teachers to include students with disabilities.
  • The academic world of special education has traditionally taken a conservative stance towards inclusion
  • Very recently there has been observable some change in the discussion
  • First, some large disability organizations, e.g. the Parents’ Association for People with Intellectual Disabilities, The National Council on Disability, and the Finnish Association on People with Physical Disabilities have presented critical statements, not heard previously, on current policy which favours increased placement of students in special classes. These organizations have begun to refer to international goal statements on inclusive education, like the Salamanca statement.
  • Second, the academic field of special education has begun to experience some polarization in the question of inclusion, and more positive sounds are being heard in favour of inclusion. This argument is observed, for example, in a recent addition on special education of the Finnish educational journal “Kasvatus” (2/2009). Additionally, a current textbook written by leading special education professors (2009) refers to inclusive education in a cautiously positive tone of voice, even if traditional special education is in no way criticized. It also gives space to the presentation of the international inclusion movement and international statements.
  • More radical changes could be expected from a different direction. The preparation of new legislation concerning the state funding of local municipalities is currently taking place
  • If the change happens it, in all probability, will mean a free fall in the number of special class placements. Inclusive development may thus become materialized as an unintended consequence of a bureaucratic funding reform
  • Finland is a black sheep in the international movement on inclusive education.
  • The legitimacy of separate special education is strong and unquestioned. Since the mainstream in most other countries is towards inclusive education, the situation of Finnish school authorities is not always comfortable.
  • There is a continuous threat of a legitimacy crisis in special education. Until now the threat has been successfully handled first through the means of ignoring the international discussions, statements and policies, and lately by changing the meaning of the concept of inclusion. Instead of inclusion meaning desegregation it is increasingly defined by educational authorities to mean some kind of good teaching in general (Halinen & Järvinen, 2008; Special Education Committee, 2007).
  • In opposition to inclusion, the official policy promotes early intervention as a main area of development in special education.
  • There are no visible interest groups questioning this ongoing development.
  • The high legitimacy and constant growth of segregated special education can be understood as a consequence of the individual funding model, teacher professionalism and the Finnish value system originating from the late modernisation of overall society.
  • The idea of integration, or the principle of the primacy of mainstream class placement in the education of students with special needs, was first expressed in Finland in the report of the Rehabilitation Committee in 1966
  • the late sixties were, in many ways, an exceptional point in time. In the parliamentary election of 1966 the left wing parties achieved a majority in the parliament. This political change coincided with a turning point in Finnish society as a whole.
  • The process of modernization and urbanization had led to the point where the economic structure of the country was shifting that of an industrial to a post-industrial phase.
  • The shift was manifested in the numbers of people working in the service sector, which superseded the numbers of those working in industry. The concomitant cultural change was expressed in the upheaval of societal values seen in many “cultural wars” of the time.
  • The construction of a welfare society meant the widening of public services. A widening professional sector sought new customer groups as clients. One of these groups was people with intellectual and mental disabilities who, until that time, were mainly treated in institutions
  • ideas of “rehabilitation” launched during the fifties by the International Labour Organization (ILO) now found breeding ground in Finnish society. The change in ideology was revolutionary, and was also noticed by the contemporaries. For example, the Rehabilitation Committee characterized the ideological change as expressing “a new conception of civil rights and human value” (Rehabilitation committee, 1966, 9).
  • The structure of special education at this time contained two types of special classes: auxiliary classes for students with learning difficulties and other separate classes for students with emotional and behavioural problems. Additionally, there were a few state schools mainly for students with sensory disabilities. The number of students in special classes remained under two percent.
  • During the educational reform which took place from 1972-1977 the previous dual educational system was superseded by a unified and obligatory nine year comprehensive school, called “peruskoulu”, for all children
  • School began at the age of seven and continued until an age 16
  • School began at the age of seven and continued until an age 16. After completion of comprehensive school the voluntary school path continued either in vocational education or in a three year upper secondary high school.
  • Special education achieved great attention in this reform. The special education division was founded in the National Board of Education and two committee reports were published on the organisation of special education in Finland.
  • The forms of traditional special education were secured but, additionally, the principle of integration was launched. On one side the new concept expressed positive content of the occurring paradigm shift from institutional care to rehabilitation. On the other side it very early expressed its ideological nature as a concept that helped to legitimate the exclusion of disabled people. Integration was considered conditional and depended on the “readiness” of the person.
  • A new profession of special education teachers, professionals without a grade level class responsibility, was established.
  • In this so called “part-time special education” students received individual or group-based support without formal enrolment into special student status. This led to a conflict with the professional union of teachers, OAJ, which declared a lock-out for those positions in the schools which offered them. As a compromise it was at last agreed that the new profession was not allowed to influence reductions in the number of relocations into special classes (Kivirauma, 1989).
  • The number of special class students in the seventies had increased to about two percent of the overall student population in comprehensive schools (Statistics Finland, 1981).
  • From 1983 onwards, a new law concerning comprehensive schools changed the field of special education
  • The two older forms of special education classes, the auxiliary school (Hilfschule) for students with learning difficulties and the “observation classes” for students with emotional and behavioural problems were now superseded by a system which could be characterised as principally a non-categorical system of special education. Local municipalities were now allowed to categorize their special education classes as they wanted, though most of the older terms still survived.
  • There was not, however, a true change from categorical to non-categorical special education.
  • First, strong categorical features came from state funding, which portioned out state support on an individual basis in accordance with the level of disability.
  • Second, local municipalities began to develop new, more medical, special education categories.
  • Third, the special teacher education programs continued to use categorical labels such as “special teacher for the maladjusted”, “adapted education” or “training school education”. Training school education referred to students with mild to moderate intellectual disabilities which were now at last entitled to enter comprehensive school.
  • During the eighties the proportion of special class students in comprehensive schools grew approximately from two to three percent (Statistics Finland, 1989).
  • One consequence of the liberation from special class categories was the sudden emergence of new types of special needs categories.
  • For example, the proportion of students with dysphasia increased from 10% to 20% in just six years.
  •   Disability category 2002 2008 N % N %
  • Autism and Asperger syndrome 679 2.0 1408 3.0
  • An important characteristic of these new popular categories was their medical nature. New diagnoses such as “dysphasia”, “autism”, and “ADHD” attained popularity at the expense of older categories such as mental retardation
  • A common feature of the new popular diagnoses was their obscurity. Instead of a clear-cut collection of symptoms they resembled more vague metaphors.
  • This medical turn can be seen as the late fruit of the rehabilitation paradigm which was adopted twenty years earlier.
  • The new categorizations were more merciful as compared to the older ones because children were no longer seen as “bad” or “stupid” but as “sick” and in need of rehabilitation (Conrad & Schneider, 1980/1992). This change in perception from “badness” to “sickness” also helped to give new legitimacy to special education.
  • proportion of comprehensive school students transferred into special classes now grew up to four percent (Table 2). Students with severe and profound intellectual disabilities were now also accepted into comprehensive school in 1997 as the final small disability group thus far marginalized to the outside.
  • The last ten years have witnessed a rapid growth of segregated special education in Finland
  • Year   Total   SEN total % SEN total % Full time in mainstream class % Full time or part-time in special education class
  • 2008 561 061 47 257 8.4 2.3 6.1
  • 1998 591 679 21 826 3.7 0.3 3.4
  • Now the proportion of students in special schools and special classes has increased to over six percent, maybe the highest percentage reported anywhere in the world at the present time.
  • Other supports, such as the increasing use of part-time special education have not been effective in reducing this development
  • During the school term of 2006-2007 of the students in comprehensive schools, 22.2% received part-time special education (Statistics Finland, 2009)
  • the number of integrated students has also grown. This was due to a change in funding legislation in 1998, which also guaranteed additional state support for those special education students not removed into special classes.
  • The relative proportion of students in special schools was 2.0% in 1998 and 1.4% in 2007
  • The slight fall in special school placements seems to be mainly technical: many special schools have been administratively united to mainstream schools. The number of special schools has dropped to about 160. Most of them probably were schools for students with mild disabilities (former auxiliary schools).
  • Large towns slightly more often use special class placements than rural schools
  • While in 2005 a total of 5.6% of students were moved in special classes in the country as a whole, the average proportion in larger towns was at a higher percentage, 6 - 9%
  • Large towns also relied more on separate special schools (Memo, 2006)
  • In contrast, in sparsely inhabited areas, such as Lapland, special class placements have remained rarer than elsewhere.
  • The least number of placements are in the Swedish speaking part of Finland. This may indicate a cultural influence from Sweden where special class placements are much rarer than in Finland
  • The significant distances in the countryside of Finland explain why integration is more common in rural areas.
izz aty

The Economist Insights - Expert Analysis and Events | Starting Well - 1 views

www.economistinsights.com/...starting-well

ECE education

shared by izz aty on 30 Oct 14 - No Cached
  • Until the 1980s, preschools in most countries were largely focussed on providing simple child minding. But as economies shift towards more knowledge-based activities, awareness about child development—the need to improve their social awareness, confidence and group interaction skills, and to prepare them for starting primary education—continues to grow. Nevertheless, policymakers still give most attention to the tertiary, secondary and primary levels of education, in descending order of importance, with the least focus given to the early years of child development.
  • also broader reasons to invest in preschool. At one level, it helps facilitate greater female participation in the workforce, which bolsters economic growth
  • From neuro-scientific research, we understand the criticality of early brain development; from social science research, we know that high quality programmes improve children’s readiness for school and life; and from econometric research, we know that high quality programs save society significant amounts of money over time.  Early childhood contributes to creating the kinds of workforces that are going to be needed in the twenty-first century.”
  • ...19 more annotations...
  • preschools can help ensure that all children get a strong start in life, especially those from low-income or disadvantaged households.
  • The Nordic countries perform best at preschool, and European countries dominate the rankings.
  • especially so in very unequal societies where you get generational and cyclical repetition of poverty and low achievement.”
  • the Starting Well Index assesses the extent to which these governments provide a good, inclusive early childhood education (ECE) environment for children between the ages of three and six. In particular, it considers the relative availability, affordability and quality of such preschool environments.
  • As economies increasingly compete on the quality of their human capital, policymakers need to ensure that all children get the best possible preparation for primary school.
  • Finland, Sweden and Norway top the Index, thanks to sustained, long-term investments and prioritisation of early childhood development, which is now deeply embedded in society
  • Europe’s state-led systems perform well, as the provision of universal preschool has steadily become a societal norm. This trend continues to develop. Ireland introduced a universal free year of preschool in 2010, for example, despite chronic budgetary difficulties
  • In general, the leading countries in this Index have the following elements in place for their preschool systems: A comprehensive early childhood development and promotion strategy, backed up with a legal right to such education. Universal enrolment of children in at least a year of preschool at ages five or six, with nearly universal enrolment between the ages of three and five. Subsidies to ensure access for underprivileged families. Where provision is privatised, the cost of such care is affordable relative to average wages. A high bar for preschool educators, with specific qualification requirements. This is often backed up with commensurate wages, as well as low student-teacher ratios. A well-defined preschool curriculum, along with clear health and safety standards. Clear parental involvement and outreach. A broad socioeconomic environment that ensures that children are healthy and well-nourished when they enter preschool.
  • also a major force in helping overcome issues relating to child poverty and educational disadvantage
  • not to suggest that quality preschool programmes are lacking in these countries. But such schemes are not available or affordable to all strands of society, while minimum quality standards vary widely
  • Many high-income countries rank poorly, despite wealth being a major factor in a country’s ability to deliver preschool services
  • For emerging countries seeking to improve their innovative potential, they need to ensure that as many children as possible have a strong start in life. This is a crucial first step as they seek to transform their economies from low to high value-add activities.
  • Public sector spending cuts pose a major threat to preschools, especially among recent adopters
  • especially true within countries where preschool provision is not yet a societal norm,
  • increased government investment in early childhood development, if directed well, can result in annual returns ranging from 8% to 17%, which largely accrue to wider society. Such returns come from the reduced need for later remedial education and spending, as well as lower crime and less welfare reliance in later life, among other things.
  • Among wealthier countries that are making considerable steps towards quality universal provision, many have yet to enforce even a minimum level of preschool as a legal right for children.
  • Affordability of preschool is typically worst in those countries where availability is most limited. As simple economics would suggest, those countries with the lowest availability of preschool are also the ones where it is most expensive. This hits lower-income countries hard. In China, the least affordable country in this Index, preschools in Beijing charge monthly fees up to six times as much as a top university. In general, as preschool provision becomes more widely available in a country, it also tends to become more affordable.
  • Ensuring a high standard of teacher training and education, setting clear curriculum guidelines, and ensuring parental involvement are some of the main drivers of preschool education quality
  • Other factors can help too: reducing student-teacher ratios in classes; ensuring good health and safety measures; and creating clear links between preschool and primary school, to name just a few.
izz aty

An Ecological Approach to Life: Urie Bronfenbrenner - 0 views

therapydogblog.blogspot.com/...cal-approach-to-life-urie.html

education children life bronfenbrenner sociology psychology ecological development growing positive self-improvement

shared by izz aty on 29 Oct 11 - No Cached
  • We often don't think about people in a historical context: we should. It is from within our contexts that our selves develop.
  • Dr. Bronfenbrenner developed an Ecological Systems theory to human development. It was revolutionary at the time--and in many ways still is. He wrote about about development as something occurring within five systems
  • Micro system: This is the setting in which I live. My family, peers, school, and neighborhood all populate this system. It is within the micro system that I spend most of my life and have most of my direct interactions. It's important to know that within this theory, I am not a passive recipient of experiences in these settings. I actively am involved in creating and deciding the contours of these experiences.
  • ...4 more annotations...
  • Mesosystem: Refers to relations between microsystems or connections between contexts. This is the in between system. An example is the relation of family experiences to school experiences. If I don't feel safe at home for example, or my humans don't provide me with positive interactions, I'm not likely going to be successful in school. I won't have the skills from home to use and be skillful in school.
  • Exosystem involves the links between a social setting that I don't have an active role in and my immediate context. For example, I'm not directly involved in my human's marathon running. I'm influenced by it because when he's deep into training, I'm left alone more often and go on less walks. The exosystem, in this case marathon training, changes patterns of interaction with me. Involves links between a social setting in which the individual does not have an active role and the individual's immediate context.
  • Macrosystem: Describes the culture in which I live. Cultural contexts include developing and industrialized countries, socioeconomic status, poverty, and ethnicity.
  • Chronosystem: The final system involves the effect of time and transitions across a lifespan. Marriage, divorce, or the birth of a baby all are transitions in the human world that fall into the chronosystem.
  • izz aty on 29 Oct 11
     
    "In the United States, it is now possible for a person eighteen years of age, female as well as male, to graduate from high school, college, or university without ever having cared for, or even held, a baby; without ever having comforted or assisted another human being who really needed help... No society can long sustain itself unless its members have learned the sensitivities, motivations, and skills involved in assisting and caring for other human beings." - U. Bronfenbrenner
block_chain_

Is it Worth Becoming a Blockchain Developer in India? - 0 views

www.blockchain-council.org/...-blockchain-developer-in-india

##BlockchainTraining#BlockchainCouncil

shared by block_chain_ on 10 Sep 20 - No Cached
  • block_chain_ on 10 Sep 20
     
    Want to become a blockchain developer but wondering if it is worth it? This article will help you in deciding whether you should become a blockchain developer or not.
izz aty

Developing Countries and Problems They Face :: Papers - 0 views

www.123helpme.com/view.asp

developing country

shared by izz aty on 11 Oct 14 - No Cached
  • 70% of the population in Third World countries do not have access to any organised health care.
  • four adults in ten who can read and write and less than one in four children go to secondary school
  • Work can give us identity, security and the means to meet many of our other basic needs
  • ...9 more annotations...
  • world unemployment stands at around 500 millions, 300 millions of there are in the less-developed countries.
  • many LDCs suffer from wars
  • also force many people to leave their homes and become refugees in other safer countries
  • Wars destroy crops, homes, schools and Hospitals etc. causing even more poverty.
  • neighbouring countries may have been developing, but a sudden influx of refugees with no money or food can make that country poor again.
  • Natural disasters
  • a lot of natural disasters, such as floods, earthquakes, and droughts. Disasters like there destroy homes and crops, causing people to become poor again
  • All LDCs have had to borrow money from the banks of rich countries. They have to pay interest on these loans and this money could have been spent on development
  • because the interest is so high, in that case the LDCs will get poorer and MDCs will get richer
  • izz aty on 11 Oct 14
     
    (clearly not well-proofread, but some points are worth considering I think)
izz aty

Teaching strategies and students' learning approaches by Dr. Lew Tek Yew | Curtin Sarawak Malaysia - 0 views

www.curtin.edu.my/...IN13_18.htm

education higher education learning

shared by izz aty on 29 May 15 - No Cached
  • Malaysian Quality Assurance (QA) system in higher education evolved from certain educational legislation and directives that aspire to achieve international recognition and excellence and make Malaysia the educational hub in the Asian region.
  • established in 2007 with the overall responsibility for the local accreditation of higher education programmes and qualifications, and for supervising and regulating quality and standards in education providers
  • a principle instrument that classifies qualifications based on a set of criteria that is agreed nationally and benchmarked with international practices, and which clarifies the academic levels and learning outcomes. 
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  • Curtin Sarawak is committed to developing the abilities, knowledge and skills of its undergraduates so that they are able to apply concepts and understanding of the business disciplines for the benefit of the society and the nation.  
  • they will assume intellectually demanding positions in industry such as consulting, market research and policy making. These types of work require students to go beyond the rote memorisation skills that characterise surface approaches and develop deeper research and analytical skills. 
  • Biggs (1987) and Biggs and Moore (1993) have distinguished two common approaches to learning adopted by students. According to the researchers, the deep approach is characterised by a personal commitment to learning and an interest in the subject, and consequently, searches for relationships among materials and interprets knowledge in light of previous knowledge structures and experiences. The deep approach to learning is likely to result in better retention and transfer of knowledge and may lead to quality learning outcomes
  • This allows face-to-face class sessions to be used for active engagement and discussions between students in order to develop their critical thinking skills
  • On the other hand, a surface approach to learning is characterised by an intention to acquire only sufficient knowledge to complete the task or pass the subject. Students rely on memorisation and reproduction of material and do not seek further connections, meaning or the implications of what is learned. Therefore, they are unlikely to experience high quality learning outcomes or develop appropriate skills and competencies.
  • the conventional lecture style approach will thwart students’ ability to learn real world skills. Hence, a combination of the traditional teaching method and a student-centred learning approach will develop relevant skills and knowledge to fulfil the requirement of a dynamic and complex business environment.
  • classes where students report adopting a deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students, encourage students to construct their own knowledge, involve the students and challenge the students’ conceptions and current ideas through questions, discussions and presentations (Trigwell, Prosser & Waterhouse, 1999; Trigwell & Prosser, 2004).  
  • At Curtin Sarawak’s School of Business, we are encouraged to use the ‘flipped classroom’ model of teaching. This method requires students to prepare well before classes commence using the learning materials posted in the online learning platform
  • Students using the deep approach study longer, perform better, and tend to be more intrinsically motivated than those adopting a surface approach (Mashishi & Rabin, 1999)
  • the School invites prominent industry speakers to share practical industry applications of business theories and concepts with the students.         
  • to produce critical thinkers, academics need to adopt teaching strategies that challenge the students to think likewise on a regular basis. Conceptual change/student focused approaches to teaching are more likely to lead to student abilities to seek creative and innovative solutions to future issues, problems and situations.  
izz aty

Inclusion (education) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Inclusion_(education)

inclusion inclusion issues dissertationZ

shared by izz aty on 30 Sep 14 - No Cached
  • "Inclusive practice" is not always inclusive but is a form of integration. For example, students with special needs are educated in regular classes for nearly all of the day, or at least for more than half of the day.[5] Whenever possible, the students receive any additional help or special instruction in the general classroom, and the student is treated like a full member of the class. However, most specialized services are provided outside a regular classroom, particularly if these services require special equipment or might be disruptive to the rest of the class (such as speech therapy), and students are pulled out of the regular classroom for these services.
  • In Denmark, 99% of students with learning disabilities like 'dyslexia' are placed in general education classrooms.[16] In the United States, three out of five students with learning disabilities spend the majority of their time in the general education classroom
  • Although once hailed as a way to increase achievement while decreasing costs, full inclusion does not save money, reduce students' needs, or improve academic outcomes; in most cases, it merely moves the special education professionals out of their own classrooms and into a corner of the general classroom. To avoid harm to the academic education of students with disabilities, a full panoply of services and resources is required
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  • Adequate supports and services for the student Well-designed individualized education programs Professional development for all teachers involved, general and special educators alike Time for teachers to plan, meet, create, and evaluate the students together Reduced class size based on the severity of the student needs Professional skill development in the areas of cooperative learning, peer tutoring, adaptive curriculum Collaboration between parents or guardians, teachers or para educators, specialists, administration, and outside agencies. Sufficient funding so that schools will be able to develop programs for students based on student need instead of the availability of funding
  • In principle, several factors can determine the success of inclusive classrooms: Family-school partnerships Collaboration between general and special educators Well-constructed plans that identify specific accommodations, modifications, and goals for each student Coordinated planning and communication between "general" and "special needs" staff Integrated service delivery Ongoing training and staff development
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Chronic Diseases and the Developing World | Globalization101 - 0 views

www.globalization101.org/ses-and-the-developing-world-2

shared by izz aty on 11 Oct 14 - No Cached
  • Deaths and disabilities from chronic disease are indeed preventable with the right, timely investments. Funded initiatives and government policy can play a vital role in reducing obesity, inactivity and tobacco-use, but they are not enough. When the governments of the United Kingdom forced schools to offer healthier foods in the cafeteria, many students still opted to bring their own lunch instead.23 The decision to change lifestyle choices and habits cannot be imposed on a population. Until people are convinced of the need to live in a more health fashion, chronic diseases will continue to plague developing and developed societies alike.
izz aty

bloom's taxonomy of learning domains - bloom's learning model, for teaching, lesson plans, training cousres design planning and evaluation - 0 views

www.businessballs.com/staxonomyoflearningdomains.htm

shared by izz aty on 05 Jun 15 - Cached
  • The three most popularly referenced versions of the Psychomotor Domain seem to be those of RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972).
  • Bloom and his colleagues felt that the academic environment held insufficient expertise to analyse and create a suitable reliable structure for the physical ability 'Psychomotor' domain.
  • In each of the three domains Bloom's Taxonomy is based on the premise that the categories are ordered in degree of difficulty. An important premise of Bloom's Taxonomy is that each category (or 'level') must be mastered before progressing to the next. As such the categories within each domain are levels of learning development, and these levels increase in difficulty.
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  • The Dave model is the simplest and generally easiest to apply in the corporate development environment.
  • explore the Simpson and Harrow Psychomotor Domain alternatives - especially for the development of children and young people, and for developing skills in adults that take people out of their comfort zones. This is because the Simpson and Harrow models offer different emotional perspectives and advantages, which are useful for certain learning situations, and which do not appear so obviously in the structure of the Dave model.
izz aty

TESOL Electronic Village Online - 0 views

evosessions.pbworks.com/...Call-for-Proposals-2012

tesol online collaboration professional development development teach esol language language learning education english technology web2.0 resources

shared by izz aty on 11 Jul 11 - No Cached
  • izz aty on 11 Jul 11
     
    For five weeks in January-February, participants and ESOL experts can engage in collaborative, online discussion or hands-on virtual workshops of professional and scholarly benefit. These sessions will bring together participants for a longer period of time than is permitted by the four-day convention and will allow a fuller development of ideas than is otherwise possible in convention sessions.   Sessions may be on any topic in ESL/EFL and are free and open to all interested parties.   Session leaders (moderators), who must be TESOL members, will receive hands-on training in online discussion management and the use of virtual rooms, and they may be asked to help train future session leaders.   Moderators need not have previous experience in online teaching. Co-moderation with several people is strongly recommended.   Sessions of EVO must be sponsored by an Interest Section, Forum, or other member group of TESOL.
izz aty

Etymology - English Word Histories - Stories of Words - Definition of Etymology - 0 views

grammar.about.com/...Etymologywords.htm

vocabulary english etymology words esol esl language learning language education world society history stories learning teaching knowledge

shared by izz aty on 21 Feb 12 - Cached
  • A definition tells us what a word means and how it's used in our own time. An etymology tells us where a word came from (often, but not always, from another language) and what it used to mean.
  • The word etymology is derived from the Greek word etymon, which means "the true sense of a word." But in fact the original meaning of a word is often different from its contemporary definition. The meanings of many words have changed over time, and older senses of a word may grow uncommon or disappear entirely from everyday use. Disaster, for instance, no longer means the "evil influence of a star or planet," just as consider no longer means "to observe the stars."
  • New words have entered (and continue to enter) the English language in many different ways. Here are some of the most common ways.
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  • Borrowing The majority of the words used in modern English have been borrowed from other languages. Although most of our vocabulary comes from Latin and Greek (often by way of other European languages), English has borrowed words from more than 300 different languages around the world.
  • Clipping or Shortening Some new words are simply shortened forms of existing words
  • Neologisms or Creative Coinages Now and then, new products or processes inspire the creation of entirely new words.
  • Compounding A new word may also be created by combining two or more existing words
  • Conversion or Functional Shift New words are often formed by changing an existing word from one part of speech to another
  • Transfer of Proper Nouns Sometimes the names of people, places, and things become generalized vocabulary words.
  • Blends A blend (also called a portmanteau word) is a word formed by merging the sounds and meanings of two or more other words.
  • Imitation of Sounds Words are also created by onomatopoeia, naming things by imitating the sounds that are associated with them
  • If a word's etymology is not the same as its definition, why should we care at all about word histories? Well, for one thing, understanding how words have developed can teach us a great deal about our cultural history. In addition, studying the histories of familiar words can help us to deduce the meanings of unfamiliar words, thereby enriching our vocabularies. Finally, word stories are often both entertaining and thought provoking.
  • izz aty on 21 Feb 12
     
    The etymology of a word refers to its origin and historical development: that is, its earliest known use, its transmission from one language to another, and its changes in form and meaning. Etymology is also the term for the branch of linguistics that studies word histories.
izz aty

Breastfeeding linked to child's intelligence later in life | Fox News - 0 views

www.foxnews.com/...lds-intelligence-later-in-life

children research science family parenting parenthood breastfeeding intelligence development

shared by izz aty on 31 Jul 13 - No Cached
  • “Many previous studies have been criticized because any link you might observe between breastfeeding and childhood intelligence could be explained by those other factors,” Belfort told FoxNews.com
  •  At age 3, the children underwent the higher Peabody Picture Vocabulary Test, a measure of receptive language, or how well a child understands language.
  • for each additional month that a child was breastfed, through a year, their language score was .2 points higher – a statistically significant finding.
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  • at age 7, the same children were assessed using the Kaufman Brief Intelligence Test, a measure of the child’s IQ. For this test, each additional month that a child was breastfed through a year was correlated with an increase in IQ score by a third of a point – another statistically significant discovery.
  • However, when children took the Wide Range Assessment of Memory and Learning, which specifically tests memory and learning capabilities, the difference between children who were breastfed and those who weren’t was not significant.
  • authors were also interested in exploring whether or not there was a link between a mother’s consumption of fish and the intelligence of children who were breastfed – though they did not find any significant effect there either.
  • Though researchers were able to distinguish a small but clear link between breastfeeding and cognitive development, they remain uncertain as to why breast milk appears to be superior to infant formula.
  • Belfort noted that the study’s findings support national recommendations urging women to breastfeed exclusively through age 6 months and to continue at least partial breastfeeding through 1 year of age.
  • “The cognitive advantage is relatively small so people need to weigh many, many different factors in making this decision.”
  • “Turn off the TV, talk to your baby, read to your baby, play with your baby. Those are really important ways to stimulate baby’s development.”
  • izz aty on 31 Jul 13
     
    "Belfort and her colleagues gathered data from 1,312 mothers and children in the United States, tracking everything from the mother's frequency of breastfeeding to other factors including the mother's intelligence, the mother and father's education levels, measures of the home environment, the mother's employment and the type of childcare the baby received."
izz aty

Employability | City University London - 0 views

www.city.ac.uk/...employability-and-careers

uniklwe4asia

shared by izz aty on 12 Jun 15 - No Cached
  • For many years we have provided employment opportunities for graduating students through our strong links with leading companies in sectors from finance to civil engineering to the media.
  • it is important for our graduates to develop the intellectual capacity, skills and personal attributes required to move into the graduate position they desire, while also fostering the mindset and attitude necessary to embark on a rewarding lifelong journey in their chosen industry.
  • Unitemps, can help you secure part-time and temporary work while you study, giving you the opportunity to develop the transferable skills that are in demand from employers and the ability to articulate these when you are looking for your graduate position.
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  • increase your employability and develop your enterprising, entrepreneurial side
  • rapidly-growing culture of enterprise and innovation
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