An Australian Bureau of Education for the Handicapped. A present-day imperative

1980 ◽  
Vol 4 (2) ◽  
pp. 22-25
Author(s):  
Brian E. Richardson
Keyword(s):  
Special Education ◽  
Northern Territory ◽  
Full Time ◽  
Special Education Services ◽  
Australian Capital Territory ◽  
Special Schools ◽  
Number Of Children ◽  
School Population ◽  
Part Time ◽  
Special Classes

Today there are approximately three million children in Australian schools. Of these 35,268 are in full time special classes or special schools. A further 21,194 are receiving special education help through part-time special classes, while an additional 2,569 are receiving help through consultative visiting teacher services (Table 9, 20, Australian Students and their Schools, 1979). On those figures 1.96 per cent of our school population are receiving special education services. As can be seen from Table 1 the number of children receiving special education varies from .99 percent of the school population in the Australian Capital Territory to 6.02 percent in the Northern Territory.

Pediatrician's Practice Choices: Differences Between Part-time and Full-time Practice

PEDIATRICS ◽  
1991 ◽  
Vol 88 (4) ◽  
pp. 764-769 ◽  
Author(s):  
Nancy E. Fritz ◽  
John D. Lantos
Keyword(s):  
Career Paths ◽  
Full Time ◽  
Number Of Children ◽  
Family Patterns ◽  
American Academy Of Pediatrics ◽  
Part Time ◽  
Status Number ◽  
The Mean ◽  
Teaching Responsibilities ◽  
Almost All

A national survey was used to study the differences in career and family patterns of pediatricians who work part-time (PT) vs those who work full-time (FT). A questionnaire mailed to 375 members of the American Academy of Pediatrics asked about age, marital status, number of children, type of practice, hours worked in particular duties, and attitudes about their choices. Sixty-five percent (n = 216) of the questionnaires were completed. The mean age of both the PT and FT women was 40 years, and FT men averaged 46 years. Thirty-seven percent of women had worked PT at some point in their careers; 21% were currently working PT. Only 70% of the FT women were married compared with 97% and 95% of PT women and FT men. The FT women had significantly fewer children (mean 1.27, compared with 2.34 for PT women and 2.39 for FT men). Part-time women in academic medicine tended to do little research or administrative work, but they had more teaching responsibilities. Almost all the PT women were happy with their decisions and careers despite the feeling among many that they had made career compromises. Many of the FT pediatricians wanted to work less. It is concluded that many women, particularly those with children, choose PT work in order to combine career and family duties. These choices may lead to different career paths for women pediatricians. By recognizing these different career paths, it may be possible for academic institutions to benefit from the unique contributions that PT women pediatricians can make.

Academic, Social, and Behavioral Adjustment for Students Declassified from Special Education

1996 ◽  
Vol 63 (1) ◽  
pp. 89-100 ◽  
Author(s):  
Elaine Carlson ◽  
Lucian Parshall
Keyword(s):  
Special Education ◽  
General Education ◽  
Preliminary Investigation ◽  
Behavioral Adjustment ◽  
Special Education Students ◽  
Department Of Education ◽  
Full Time ◽  
Special Education Services ◽  
Education Students ◽  
The Past

Each year 7% of Michigan's special education students return to full-time general education programs through declassification. In a preliminary investigation of declassification from special education, the authors analyzed data collected by the Michigan Department of Education over the past 5 years. Respondents suggested that, as a group, students declassified from special education are academically, socially, and behaviorally well adjusted; but teachers or counselors of 11% of the declassified students felt that these students continued to require special education services. Within 3 years, 4% of declassified students had returned to special education. Particularly noteworthy were the relatively poor results for declassified students with emotional impairments.

The Age and Qualifications of Special Education Staff in Australia

2009 ◽  
Vol 33 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Tony Thomas
Keyword(s):  
Special Education ◽  
Western Australia ◽  
New South ◽  
Teaching Staff ◽  
Australian Capital Territory ◽  
Special Schools ◽  
Australian Capital ◽  
South Wales ◽  
Current Survey ◽  
Similar Survey

AbstractThis article reports on the results of a survey distributed in April 2007 to government special education schools and settings throughout Australia. The survey collected information about the age and special education qualifications of teaching staff. It followed a similar survey that was distributed in May 2006 to Victorian special schools that found that 44.9% of teachers and principals were aged 50 years or more, and 68.9% had a special education qualification. In the current survey, the percentage of principals and teachers aged 50 years or more in the responding schools ranged from 37.5% in New South Wales to 51.0% in the Australian Capital Territory. The percentage of special education qualified staff varied from 53.1% in the Australian Capital Territory to 86.6% in Western Australia. These results are examined in further detail and possible implications discussed.

Mainstreaming Students with Mild Handicaps: Academic and Social Outcomes

1983 ◽  
Vol 53 (4) ◽  
pp. 519-569 ◽  
Author(s):  
Nancy A. Madden ◽  
Robert E. Slavin
Keyword(s):  
Special Education ◽  
Social Acceptance ◽  
Emotional Adjustment ◽  
Individualized Instruction ◽  
Full Time ◽  
Social Emotional ◽  
Part Time ◽  
And Behavior ◽  
Resource Support ◽  
Regular Classes

This paper reviews research on the effects of placing students with mild academic handicaps in full-time special education classes, part-time regular classes with resource support, and full-time regular classes. It also reviews research on the effects of programs designed to improve the achievement, social-emotional adjustment, and social acceptance of academically handicapped students by their nonhandicapped classmates. Methodologically adequate studies of placements of academically handicapped students indicate few consistent benefits of full-time special education on any important outcomes. The research favors placement in regular classes using individualized instruction or supplemented by well-designed resource programs for the achievement, self-esteem, behavior, and emotional adjustment of academically handicapped students. Experimental research indicates that cooperative learning and individualized instruction programs can improve the self-perceptions and behavior of mainstreamed academically handicapped students and acceptance by their nonhandicapped classmates.

scholarly journals Economics of Part-Time Farming

1981 ◽  
Vol 10 (2) ◽  
pp. 29-35 ◽  
Author(s):  
John W. Wysong
Keyword(s):  
Animal Production ◽  
Full Time ◽  
General Will ◽  
Northeastern Part ◽  
Number Of Children ◽  
The Past ◽  
Farm Operators ◽  
Part Time ◽  
Commercial Farms ◽  
Metropolitan Center

Part-time farming in Maryland and the Northeast with full-time off-farm employment of one or more of the farm operators is competitive income-wise with many types and sizes of commercial farms. Individuals, families, and society in general will benefit in the future from the encouragement of fuller utilization of underutilized or unemployed rural resources to produce marketable agricultural output and subsistence types of food for household and local charitable purposes. Labor extensive types of crop and animal production activities have increased relatively and absolutely during the past decade on Maryland and Northeastern part-time farms. Average characteristics of a sample of 80 part-time farmers showed 1) age of male operator – 44 years, 2) education of operator − 12 years, 3) number of children on the farm − 3 children, 4) years of experience in farming − 15 years, 5) days of off-farm employment − 225 days, 6) proximity of off-farm job to a major metropolitan center − 20 miles and 7) distance to off-farm job − 29 miles.

scholarly journals Social–emotional development of students with social–emotional and behavioral difficulties in inclusive regular and exclusive special education

2020 ◽  
Vol 45 (1) ◽  
pp. 59-68
Author(s):  
Inge Zweers ◽  
Rens A. G. J. van de Schoot ◽  
Nouchka T. Tick ◽  
Sarah Depaoli ◽  
James P. Clifton ◽  
...  
Keyword(s):  
Special Education ◽  
Emotional Development ◽  
Self Esteem ◽  
Behavioral Difficulties ◽  
Typically Developing ◽  
Social Emotional Development ◽  
Special Education Services ◽  
Social Emotional ◽  
Special Schools ◽  
Over Time

The present study investigated (1) how social relationships with teachers and peers and self-esteem of students with social–emotional and behavioral difficulties (SEBD) in inclusive regular education (regular schools) and students with SEBD in exclusive special education (special schools) develop over time in comparison with each other and in comparison with their typically developing peers and (2) whether factors—present before students with SEBD received special education services—predicted social–emotional development in either educational setting. Thirty-six students with SEBD in regular schools, 15 students with SEBD in special schools, and 1,270 typically developing peers participated. We collected data when students with SEBD resided in regular education without additional support, and we followed the development of students with SEBD for 1.5 years with three additional measurements in either school setting. Data of typically developing peers were collected when they resided in a classroom of a participating student with SEBD. Using Bayesian statistics, we found that students with SEBD in special schools had more conflictual relationships with their teachers than typically developing peers, but these relationships improved over time. Students with SEBD in regular schools were less accepted among peers than typically developing students and peer acceptance was stable over time for all three groups. Self-esteem and development in self-esteem over time did not differ between groups. The current study shows that students with SEBD show different developmental trajectories in regular or special schools and that it is difficult to predict their social–emotional development by factors present before students with SEBD received special education services.

scholarly journals Teacher satisfaction at the educational placement of students with special educational needs

2016 ◽  
Vol 13 (1) ◽  
pp. 1792 ◽  
Author(s):  
Timo Saloviita ◽  
Markku Leskinen
Keyword(s):  
Special Education ◽  
Large Scale ◽  
Teacher Satisfaction ◽  
Educational Needs ◽  
Special School ◽  
Special Educational Needs ◽  
Educational Placement ◽  
Special Schools ◽  
Part Time ◽  
Restrictive Environment

This study conducted a large-scale survey to investigate the satisfaction of Finnish primary school teachers toward the current educational placement of their students with special educational needs (SEN). Teachers were asked to recommend the most suitable educational placement for each of their SEN students from a pool of six alternatives: a mainstream classroom, part-time special education, a special classroom in the mainstream school, a special school, a state special school, or an institution. Data were obtained from 980 students representing 68 schools. The results showed that, in the majority of cases, teachers recommended a different level to the current level of placement for their SEN students. Teachers in the mainstream classrooms mostly recommended special classrooms, while teachers of the special education classrooms frequently recommended special schools, and teachers of the special schools often recommended state special schools or special education classrooms. A less restrictive environment was recommended for 20% and a more restrictive environment was recommended for 33% of the students. The results are interpreted in terms of organizational selection.

Watch Dog over the Herbarium: Alfred Ewart, Victorian Government Botanist 1906 - 1921

2005 ◽  
Vol 16 (2) ◽  
pp. 139 ◽  
Author(s):  
Helen M. Cohn
Keyword(s):  
Northern Territory ◽  
Full Time ◽  
Department Of Agriculture ◽  
National Herbarium ◽  
Part Time ◽  
Australian Flora ◽  
The Many ◽  
The University

Alfred Ewart was Government Botanist in the service of the Victorian Government from February 1906 to February 1921. He was concurrently foundation Professor of Botany at the University of Melbourne, both positions being part-time. As Government Botanist he was in charge of the National Herbarium of Victoria, which had fallen into a slump after the death of the first Government Botanist, Ferdinand von Mueller, in 1896. Ewart was determined to restore the Herbarium to its former position as a leading centre of research on the Victorian and indeed the Australian flora. In doing so he enlisted the aid of the many capable botanists who were members of the Field Naturalists' Club of Victoria. The Herbarium being in the Department of Agriculture, Ewart had duties in relation to the business of that Department. These had mainly to do with weeds, impure seeds and providing advice to departmental officers. Of particular importance was his taxonomic work as Government Botanist. He published a series of papers and books on the flora of Victoria and the Northern Territory, and engaged in debates with colleagues both interstate and overseas. Ewart ceased to be Government Botanist when the professorship was made a full-time appointment in response to increased teaching loads.

Inclusive Education in Finland: Present and Future Perspectives

1994 ◽  
Vol 75 (3_suppl) ◽  
pp. 1519-1522
Author(s):  
Sakari Moberg ◽  
Marshall Zumberg
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Students ◽  
Future Perspectives ◽  
Education Students ◽  
Special Schools ◽  
Full Inclusion ◽  
Factors Affecting ◽  
Part Time ◽  
The 1960S

The movement to integrate special education students into normal school classes started to develop in Finland in the 1960s. At the same time, the number of students labeled “special” in the Finnish comprehensive school system exploded from 2% to 17% of all school children. Presently, 84% of all special education placements are part-time placements. Special schools and special classes comprise 15% of all special education placements, while full inclusion is only 1% of all special education placements. Some factors affecting the current integration of special students and the development of integration are discussed.

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