The RIX Wiki: the use of multimedia advocacy to support person‐centred planning in a special needs secondary school – implications for current policy and practice

2021 ◽  
Vol 36 (4) ◽  
pp. 512-531
Author(s):  
Gosia Kwiatkowska ◽  
Andy Minnion ◽  
Jo Finch
Keyword(s):  
Secondary School ◽  
Special Needs ◽  
Current Policy ◽  
Policy And Practice ◽  
Support Person

Children and Participation in South Africa: An Overview

2008 ◽  
Vol 16 (3) ◽  
pp. 327-342 ◽  
Author(s):  
Susan Moses
Keyword(s):  
South Africa ◽  
Current Policy ◽  
Policy And Practice ◽  
Participatory Processes ◽  
Children’S Participation ◽  
Children's Participation

AbstractThis paper examines the current policy and practice around children's participation in South Africa. By situating the analysis from the perspective of the socio-economic and normative context within South Africa the paper critiques current typologies of children's participation for focusing too narrowly on processes internal to participatory processes. The paper argues that theorisations of children's participation need to take account of the range of activities which are labelled as children's participation and interrogate issues around who gets to participate and why, what the purposes of the participation are and under what conditions it is possible. This requires examining participatory processes and the children involved in them in relation to adult actors within and beyond the process as well as in relation to broader socio-political and economic environments.

scholarly journals Experiences of Teachers of Deaf and Hard- of- Hearing Students’ in a Special Needs School: An Exploratory Study

2019 ◽  
Vol 7 (7) ◽  
pp. 79 ◽  
Author(s):  
Kayi Ntinda ◽  
S’lungile K. Thwala ◽  
Bonginkhosi Tfusi
Keyword(s):  
Special Needs ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Teaching And Learning ◽  
Professional Training ◽  
Group Discussion ◽  
Further Education ◽  
Assessment Instruments ◽  
Policy And Practice ◽  
Learner Engagement

This study reports on the experiences of teachers of the deaf and hard-of- hearing students in a special needs high school for the deaf in Eswatini. The study adopted a qualitative approach and was exploratory in nature. Participants comprised of eighteen (n =18) purposively sampled teachers of deaf and hard-of-hearing students. They participated in individual in-depth and focus group discussion interviews on the teaching and communication aspects with deaf and hard- of- hearing students. Data were also collected through documents review. Credibility and trustworthiness of data were established through member checks. Data were thematically analysed for important meanings. Teachers reported to experience gaps in professional competencies to teach the mainstream curriculum for which they needed further education. Variation in sign language impacting learner engagement hindered teachers’ communication with the deaf and hard-of-hearing students and their parents. Teachers reported to have in service professional training needs which included collaboration, consultation, assessment instruments and language skills. The findings have important implications for policy and practice in educating the deaf and hard- of- hearing students and for interpreting previous research. There is urgent need for the country to consider having a standardized sign language which could enhance positive teaching and learning outcomes as well as social integration for the future lives of these students. Understanding experiences of these teachers from the lived cultural milieu are important for the design and implementation of programmes for supporting the deaf and hard- of hearing learners, their teachers and parents.

scholarly journals Training music teachers in England – what is the music that is being taught in secondary schools?

2020 ◽  
pp. 262
Author(s):  
Martin Fautley
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Research Evidence ◽  
Music Teachers ◽  
Policy And Practice ◽  
Governmental Regulation ◽  
International Audience

This article describes policy and practice issues surrounding the training of intending music teachers in England. It tells of how there has been governmental regulation, and ministerial interference, in many aspects of this, from numbers entering the profession, to the nature of what is actually taught and learned in secondary school classrooms. Building on research evidence, it then goes on to describe how there are a number of aspects of teaching and learning which are contentious, and which can have an exclusory function. Finally, it suggests that an international audience may have much to learn from this situation.

For the sake of the children? Children, domestic violence and public policy

2007 ◽  
Vol 32 (3) ◽  
pp. 6-12
Author(s):  
Suellen Murray ◽  
Anastasia Powell
Keyword(s):  
Public Policy ◽  
Domestic Violence ◽  
Child Protection ◽  
Current Policy ◽  
Policy And Practice ◽  
Policy Responses ◽  
Specialist Services ◽  
Future Direction ◽  
The Impact ◽  
Discursive Constructions

More attention than ever before is being paid to children in Australian public policy concerned with domestic violence. In family law and in the areas of child protection, policing and in the provision of specialist services, there is recognition that children are affected by domestic violence. Yet the ‘discovery’ of the impact of domestic violence on children and the development of public policy responses have not been straightforward processes of problem identification and solution. Rather, there are a number of competing discourses which underlie various policy approaches. Drawing on Bacchi’s (1999) ‘what’s the problem represented to be?’ approach, we examine the discursive constructions of children’s experiences of domestic violence and the responses to them as evident in Australian public policy. In identifying these particular understandings, and considering the implications of these meanings for current policy and practice, we aim to contribute to debate on the future direction of domestic violence policy concerned with children.

Searching for and use of conference abstracts in health technology assessments: Policy and practice

2006 ◽  
Vol 22 (3) ◽  
pp. 283-287 ◽  
Author(s):  
Yenal Dundar ◽  
Susanna Dodd ◽  
Paula Williamson ◽  
Tom Walley ◽  
Rumona Dickson
Keyword(s):  
Controlled Trial ◽  
Clinical Excellence ◽  
Health Technology ◽  
Current Policy ◽  
Policy And Practice ◽  
Additional Time ◽  
Randomized Controlled ◽  
Use Of Data ◽  
Abstract Data ◽  
Abstract Presentation

Objectives:Current policy and practice regarding identification of and extent of use of data from conference abstracts in health technology assessment reviews (TARs) are examined.Methods:The methods used were (i) survey of TAR groups to identify general policy and experience related to use of abstract data, and (ii) audit of TARs commissioned by the National Institute for Health and Clinical Excellence (NICE) and published between January 2000 and October 2004.Results:Five of seven TAR groups reported a general policy that included searching for and including studies available as conference abstracts and presentations. A total of sixty-three published HTA reports for NICE were identified. Of these reports, thirty-eight identified at least one randomized controlled trial available as an abstract/presentation. Twenty-six (68 percent) of these thirty-eight TARs included studies available as abstracts.Conclusions:There are variations in policy and practice across TAR groups regarding the searching for and inclusion of studies available as conference abstracts. There is a need for clarity and transparency for review teams regarding how abstract data are managed. If conference abstracts are to be included, reviewers need to allocate additional time for searching and managing data from these sources. Review teams should also be encouraged to state explicitly their search strategies for identifying conference abstracts, their methods for assessing these abstracts for inclusion and, where appropriate, how the data were used and their effect on the results.

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