Initiatives in Religious Education for Handicapped Children, Adolescents and Adults

1984 ◽  
Vol 8 (2) ◽  
pp. 30-35
Author(s):  
B. D. Briese
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Christian Education ◽  
Religious Education ◽  
Sunday School ◽  
Social Aspects ◽  
List Type ◽  
Special Schools ◽  
Handicapped Children ◽  
Adolescents And Adults

The Crossroads Special Education Task Group was formed in Queensland early in 1983 at the request of the Joint Board of Christian Education of Australia and New Zealand. Crossroads is an Australia wide, inter-church organisation which promotes the welfare of handicapped persons through: (a) regular club programs which have spirtual, recreational, educational and social aspects;(b) holiday activities under structured leadership and help from “enablers”;(c) special assistance to handicapped persons in church and Sunday school;(d) provision of religious education programsin State special schools;(e) chaplaincies to sheltered employment centres and institutions.

scholarly journals The teaching of reading in New Zealand special classes : a thesis submitted for the degree of Master of Arts in education

2021 ◽  
Author(s):  
◽  
Marie Mildred Irwin
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Reading Disability ◽  
Special Class ◽  
Social Aspects ◽  
Standard Work ◽  
Academic Instruction ◽  
Teaching Of Reading ◽  
Master Of Arts ◽  
Slow Learning

All too frequently the standard work on reading disability dismisses the problem of the slow-learning child in a few lines. Few authorities on reading have attempted to trace, systematically, the implications of their reading research for the child of low intelligence. As a teacher of special class children I feel that one is only free to experiment with the practical and social aspects of special education when a systematic programme, adapted to the needs of low intelligence children, has minimised the difficulties of academic instruction.

scholarly journals The teaching of reading in New Zealand special classes

2021 ◽  
Author(s):  
◽  
Marie Mildred Irwin
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Reading Disability ◽  
Special Class ◽  
Social Aspects ◽  
Reading Research ◽  
Standard Work ◽  
Academic Instruction ◽  
Teaching Of Reading ◽  
Slow Learning

All too frequently the standard work on reading disability dismisses the problem of the slow-learning child in a few lines. Few authorities on reading have attempted to trace, systematically, the implications of their reading research for the child of low intelligence. As a teacher of special class children I feel that one is only free to experiment with the practical and social aspects of special education when a systematic programme, adapted to the needs of low intelligence children, has minimised the difficulties of academic instruction.

scholarly journals New Zealand Day-Special Schools: Changes and Challenges Under Special Education 2000

2008 ◽  
Author(s):  
Trish McMenamin
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Inclusive Education ◽  
Education System ◽  
Unintended Consequence ◽  
Special Schools ◽  
New Era ◽  
Inclusive Policy ◽  
The Impact

Special Education 2000 was introduced in 1996; the policy heralded a new era of resourcing and organisation for special education aimed to foster and develop an inclusive education system in New Zealand. This article explores the impact of that policy on New Zealand day-special schools. It is suggested that an unintended consequence of the implementation of Special Education 2000 was that day-special schools experienced a period of significant growth and expansion. The effects of this growth and expansion on the schools and their communities are discussed and the future role of day-special schools in an “inclusive” policy environment is considered.

scholarly journals Editorial: Should There Be Special Education for the Intellectually and Emotionally Different?

1982 ◽  
Vol 3 (2) ◽  
pp. 65-84 ◽  
Author(s):  
L.F. Lowenstein
Keyword(s):  
Special Education ◽  
Vital Statistics ◽  
Special Schools ◽  
Handicapped Children ◽  
Child Guidance ◽  
Receive Treatment

In this issue I shall speak briefly about a variety of handicaps and of handicapped children who attend special schools or receive treatment of a special nature in ordinary schools or child guidance centres for a variety of disabilities. Some vital statistics will be provided and some opinions given.

scholarly journals The teaching of reading in New Zealand special classes

2021 ◽  
Author(s):  
◽  
Marie Mildred Irwin
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Reading Disability ◽  
Special Class ◽  
Social Aspects ◽  
Reading Research ◽  
Standard Work ◽  
Academic Instruction ◽  
Teaching Of Reading ◽  
Slow Learning

All too frequently the standard work on reading disability dismisses the problem of the slow-learning child in a few lines. Few authorities on reading have attempted to trace, systematically, the implications of their reading research for the child of low intelligence. As a teacher of special class children I feel that one is only free to experiment with the practical and social aspects of special education when a systematic programme, adapted to the needs of low intelligence children, has minimised the difficulties of academic instruction.

scholarly journals Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?

2021 ◽  
Vol 11 (6) ◽  
pp. 304
Author(s):  
Garry Hornby
Keyword(s):  
Special Education ◽  
Young People ◽  
Inclusive Education ◽  
Work Experience ◽  
Outcome Studies ◽  
Behavioral Difficulties ◽  
Education Programs ◽  
Special Schools ◽  
Full Inclusion ◽  
Vocational Curriculum

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those who completed their education in mainstream schools. This is considered to be due to the vocational curriculum and work experience they gained in their final years of special education, which those in mainstream schools did not receive. This suggests that a policy of full inclusion, with the closure of special classes and special schools, will result in less inclusion in their communities post-school for young people with moderate to severe levels of learning or behavioral difficulties.

EFFECTS OF LIMITED HEARING ON THE DEVELOPMENT OF SPEECH IN CHILDREN UNDER THREE YEARS OF AGE

PEDIATRICS ◽  
1951 ◽  
Vol 8 (1) ◽  
pp. 53-59
Author(s):  
HENK C. HUIZING ◽  
DOREEN POLLACK
Keyword(s):  
Hearing Aids ◽  
Speech Therapy ◽  
Special Treatment ◽  
Early Age ◽  
Special Schools ◽  
Handicapped Children ◽  
Testing Procedures ◽  
Future Success ◽  
Clinical Conditions ◽  
And Training

Natural development of speech elements in acoustically handicapped children has been proved possible provided that the limited hearing is detected at a very early age by new testing procedures. It is achieved under clinical conditions by the use of individual hearing aids which provide auditory stimulation from the age of 2 years, or even earlier, upwards. Special treatment is necessary and training of the parents plays an important part. If a listening function is not established at an early age, there is the danger that children with limited hearing will ignore sound or will actually find it annoying. Future success is dependent on the hard of hearing child's being educated together with the normal speaking children, with the reservation that he will need special arrangements for speech therapy and speech reading. New specifications should be made concerning the admission of acoustically handicapped children into special schools and the considerations mentioned above should be applied.

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