Kooperativer Bibliotheksverbund

UID:

Format: 1 Online-Ressource (202 p.)

ISBN: 9782889635733

Content: 2018 marked the 40th anniversary of the landmark Warnock Report in England on special educational needs (SEN). In recognition of this anniversary we called for submissions to a new Research Topic, Warnock 40 Years On. This Research Topic is dedicated to Baroness Mary Warnock who chaired the UK government's committee whose seminal report in 1978 bears her name, and whose death was announced on 20th March 2019, as the Research Topic was being completed. Although there had been reports on some disabilities before then, the Warnock Report was the result of the first comprehensive review of the whole range of children with special educational needs. Despite its subtitle echoing previous history, namely Report of the Committee of Enquiry into the Education of Handicapped Children and Young People, its main title proposed a new dawn: Special Educational Needs. Chaired by Mary Warnock, the Committee produced a review and made a wide range of recommendations that were truly ground breaking. This was not just about terminology. Rather, the Warnock Report was responsible for changing the conceptualisation and legislative framework in England, and the Education Act 1981 that followed the report had a totally new system for assessment and determining provision. Also, the Warnock Report recommended elements that in many countries we now take for granted – but at that time were highly original. For example, the meaningful engagement of parents, including their being central partners in the assessment of SEN and in making decisions on the appropriate needs, including SEN, of individual children and young people: a greatly updated process of assessment; the inclusion of a chapter on children under five years; the role of special schools; the curriculum; the transition from school to adult life; teacher education; the roles of professionals; the health and social services and voluntary organisations; and last but not least – research. The impact of the Warnock Report 1978 for England in particular was substantial. Impact has also been seen internationally, as professional practice and state legislation have developed, not least the policy development towards integration, or as we now generally refer, inclusion. We produed this Research Topic to celebrate this 40th anniversary of the Warnock Report

Note: English

Language: English

URL: kostenfrei

UID:

Format: 1 online resource

ISBN: 9780190231781

Content: Writing plays a key role in society. Yet, many children struggle in learning to write, and often this is related to difficulties in the development of their oral-language skills. For students with oral language difficulties text production is particularly challenging, yet there have been few attempts to consider the impact of different oral language problems on the production of written text. This book focuses on the relationship between oral language problems and writing problems for children with hearing loss, those with oral-language difficulties and those with dyslexia.

Note: Includes bibliographical references and index. - Description based on online resource; title from home page (viewed on September 24, 2014)

Additional Edition: ISBN 9780199827282

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9780199827282

Language: English

DOI: 10.1093/acprof:oso/9780199827282.001.0001

URL: lizenzpflichtig

UID:

Format: XI, 180 S. , Ill., graph. Darst. , 23 cm

Edition: Reprinted

ISBN: 0304336572 , 0826459668

Series Statement: Continuum education

Note: Includes bibliographical references and index; 1. publ. 1999 by Cassell

Language: English

UID:

Format: 1 electronic resource (202 p.)

Content: 2018 marked the 40th anniversary of the landmark Warnock Report in England on special educational needs (SEN). In recognition of this anniversary we called for submissions to a new Research Topic, Warnock 40 Years On. This Research Topic is dedicated to Baroness Mary Warnock who chaired the UK government's committee whose seminal report in 1978 bears her name, and whose death was announced on 20th March 2019, as the Research Topic was being completed. Although there had been reports on some disabilities before then, the Warnock Report was the result of the first comprehensive review of the whole range of children with special educational needs. Despite its subtitle echoing previous history, namely Report of the Committee of Enquiry into the Education of Handicapped Children and Young People, its main title proposed a new dawn: Special Educational Needs. Chaired by Mary Warnock, the Committee produced a review and made a wide range of recommendations that were truly ground breaking. This was not just about terminology. Rather, the Warnock Report was responsible for changing the conceptualisation and legislative framework in England, and the Education Act 1981 that followed the report had a totally new system for assessment and determining provision. Also, the Warnock Report recommended elements that in many countries we now take for granted – but at that time were highly original. For example, the meaningful engagement of parents, including their being central partners in the assessment of SEN and in making decisions on the appropriate needs, including SEN, of individual children and young people: a greatly updated process of assessment; the inclusion of a chapter on children under five years; the role of special schools; the curriculum; the transition from school to adult life; teacher education; the roles of professionals; the health and social services and voluntary organisations; and last but not least – research. The impact of the Warnock Report 1978 for England in particular was substantial. Impact has also been seen internationally, as professional practice and state legislation have developed, not least the policy development towards integration, or as we now generally refer, inclusion. We produed this Research Topic to celebrate this 40th anniversary of the Warnock Report.

Note: English

Additional Edition: ISBN 2-88963-573-2

Language: English

UID:

Format: 1 electronic resource (202 p.)

Content: 2018 marked the 40th anniversary of the landmark Warnock Report in England on special educational needs (SEN). In recognition of this anniversary we called for submissions to a new Research Topic, Warnock 40 Years On. This Research Topic is dedicated to Baroness Mary Warnock who chaired the UK government's committee whose seminal report in 1978 bears her name, and whose death was announced on 20th March 2019, as the Research Topic was being completed. Although there had been reports on some disabilities before then, the Warnock Report was the result of the first comprehensive review of the whole range of children with special educational needs. Despite its subtitle echoing previous history, namely Report of the Committee of Enquiry into the Education of Handicapped Children and Young People, its main title proposed a new dawn: Special Educational Needs. Chaired by Mary Warnock, the Committee produced a review and made a wide range of recommendations that were truly ground breaking. This was not just about terminology. Rather, the Warnock Report was responsible for changing the conceptualisation and legislative framework in England, and the Education Act 1981 that followed the report had a totally new system for assessment and determining provision. Also, the Warnock Report recommended elements that in many countries we now take for granted – but at that time were highly original. For example, the meaningful engagement of parents, including their being central partners in the assessment of SEN and in making decisions on the appropriate needs, including SEN, of individual children and young people: a greatly updated process of assessment; the inclusion of a chapter on children under five years; the role of special schools; the curriculum; the transition from school to adult life; teacher education; the roles of professionals; the health and social services and voluntary organisations; and last but not least – research. The impact of the Warnock Report 1978 for England in particular was substantial. Impact has also been seen internationally, as professional practice and state legislation have developed, not least the policy development towards integration, or as we now generally refer, inclusion. We produed this Research Topic to celebrate this 40th anniversary of the Warnock Report.

Note: English

Additional Edition: ISBN 2-88963-573-2

Language: English

UID:

Format: 1 electronic resource (202 p.)

Content: 2018 marked the 40th anniversary of the landmark Warnock Report in England on special educational needs (SEN). In recognition of this anniversary we called for submissions to a new Research Topic, Warnock 40 Years On. This Research Topic is dedicated to Baroness Mary Warnock who chaired the UK government's committee whose seminal report in 1978 bears her name, and whose death was announced on 20th March 2019, as the Research Topic was being completed. Although there had been reports on some disabilities before then, the Warnock Report was the result of the first comprehensive review of the whole range of children with special educational needs. Despite its subtitle echoing previous history, namely Report of the Committee of Enquiry into the Education of Handicapped Children and Young People, its main title proposed a new dawn: Special Educational Needs. Chaired by Mary Warnock, the Committee produced a review and made a wide range of recommendations that were truly ground breaking. This was not just about terminology. Rather, the Warnock Report was responsible for changing the conceptualisation and legislative framework in England, and the Education Act 1981 that followed the report had a totally new system for assessment and determining provision. Also, the Warnock Report recommended elements that in many countries we now take for granted – but at that time were highly original. For example, the meaningful engagement of parents, including their being central partners in the assessment of SEN and in making decisions on the appropriate needs, including SEN, of individual children and young people: a greatly updated process of assessment; the inclusion of a chapter on children under five years; the role of special schools; the curriculum; the transition from school to adult life; teacher education; the roles of professionals; the health and social services and voluntary organisations; and last but not least – research. The impact of the Warnock Report 1978 for England in particular was substantial. Impact has also been seen internationally, as professional practice and state legislation have developed, not least the policy development towards integration, or as we now generally refer, inclusion. We produed this Research Topic to celebrate this 40th anniversary of the Warnock Report.

Note: English

Additional Edition: ISBN 2-88963-573-2

Language: English

UID:

Format: VII, 245 S , Ill., graph. Darst , 23 cm

ISBN: 0631170162 , 0631170170

Note: Includes bibliographical references (p. [207]-235) and indexes

Language: English

Subjects: Education

Keywords: Lernstörung

UID:

Format: XI, 267 S. , Ill., graph. Darst. , 25cm

Edition: repr

ISBN: 0415147433

Note: Includes bibliographical references and index

Language: English

Keywords: Piaget, Jean 1896-1980 ; Vygotskij, Lev Semenovič 1896-1934 ; Kinderpsychologie

UID:

Format: 1 Online-Ressource (1 online resource)

ISBN: 9789087903183

Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001

Content: Preliminary Material /Eva Teubal , Julie Dockrell and Liliana Tolchinsky -- The Multiple Functions of External Representations: Introduction /Liliana Tolchinsky -- Historical Evolution of Number Systems and Numeration Systems /Carlos E. Vasco -- Natural Language, Artificial Language and the Representation of Time in Medieval Music /Dorit Tanay -- Writing: The Story of a Cognitive Revolution /Jesús Tuson -- Restructuring Conceptual Intuitions through Invented Notations /Jeanne Bamberger -- Distinguishing Numeracy from Literacy: Evidence from Children’s Early Notations /Julie E. Dockrell and Eva Teubal -- Writing and Written Numbers as Source of Knowledge /Liliana Tolchinsky -- A New Framework for Understanding How Young Children Create External Representations for Puzzles and Problems /Lara M. Triona and David Klahr -- Graphing Hagan Creek /Wolff-Michael Roth -- Learning from Video: Early Understanding and Use of a Symbolic Medium /Georgene L. Troseth -- The Impact of Notation on Cognition & Its Development: Theoretical Perspectives & Empirical Evidence /Michelle Eskritt and Kang Lee -- Name Index /Eva Teubal , Julie Dockrell and Liliana Tolchinsky -- Subject Index /Eva Teubal , Julie Dockrell and Liliana Tolchinsky.

Content: Permanent external repres ...

Additional Edition: ISBN 9789087900090

Additional Edition: Erscheint auch als Druck-Ausgabe Notational Knowledge: Developmental and Historical Perspectives Leiden Boston : Brill | Sense, 2007

Language: English

DOI: 10.1163/9789087903183

URL: DOI

UID:

Format: 1 online resource (385 p.)

ISBN: 0-19-023178-5 , 0-19-982729-X

Content: Writing is challenging for the majority of learners. For students with language problems, difficulties with written expression are considered one of the most common learning challenges. There is much to learn about the ways in which oral language skills impact on the acquisition of written language in children. Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems focuses on the nature of the writing problems experienced by children with oral language problems. Three clinical groups are considered: children with hearing loss, oral language difficulties, and dys

Note: Includes index. , Cover; Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems; Copyright; Dedication; Contents; Preface; Contributors; Introduction; Part One Models and Perspectives on Writing Development; 1 Cognitive Processes in Writing: A Framework; 2 Linguistic Perspectives on Writing Development; 3 Two Metaphors for Writing Research and Their Implications for Writing Instruction; Part Two The Impact of Oral Language Problems on Written Text Production; Children with Hearing Loss; 4 Spelling in Deaf Children with Cochlear Implants: Implications for Instruction , 5 Spelling Acquisition in French Children with Cochlear Implants: A Case-Study Investigation6 Spelling Abilities in Hebrew-Speaking Children with Hearing Loss; 7 The Influence of Verbal Working Memory on Writing Skills in Children with Hearing Loss; 8 Composing Academic Essays: Using Dictation and Technology to Improve Fluency; 9 Examining Early Spelling and Writing Skills: A Comparative Analysis of Kindergarteners with Speech and Oral Language Impair; 10 Morphological Awareness and Spelling Difficulties in French-Speaking Children , 11 Writing Abilities of Pre-adolescents with and without Language/Learning Impairment in Restructuring an Informative Text12 Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities: New Directions in Constructing Individual Profiles; 13 Written Narratives from French and English Speaking Children with Language Impairment; Children with Dyslexia; 14 A Review of Dyslexia and Expressive Writing in English; 15 Written Spelling in French Children with Dyslexia; 16 Written Spelling in Spanish-Speaking Children with Dyslexia , 17 The Writing Development of Brazilian Children with Dyslexia: An Evidence-Based Clinical Approach18 Expressive Writing in Swedish 15-Year-Olds with Reading and Writing Difficulties; 19 Improving Expressive Writing in Children with Learning Disabilities: The Effects of a Training Focused on Revision; Part Three Linking Research to Practice in Oral and Written Language Assessment and Intervention; 20 Integrating Language Assessment, Instruction, and Intervention in an Inclusive Writing Lab Approach , 21 Integrating Oral and Written Language into a New Practice Model: Perspectives of an Oral Language Researcher22 Integrating Writing and Oral Language Disorders: Perspectives of a Writing Researcher; 23 The Role of Oral Language in Developing Written Language Skills: Questions for European Pedagogy?; Bridging Research and Practice: Conclusions; Untitled , English

Additional Edition: ISBN 0-19-982728-1

Language: English