Inner Group Trust and School Autonomy in a Segregated School System; Parental Self-Segregation in the Netherlands

2020 ◽  
pp. 124-143
Author(s):  
Melanie Ehren
Keyword(s):  
The Netherlands ◽  
School System ◽  
School Autonomy ◽  
Group Trust

Women, Islam and rights in Europe: beyond a universalist/culturalist dichotomy

2007 ◽  
Vol 33 (1) ◽  
pp. 29-44 ◽  
Author(s):  
JANE FREEDMAN
Keyword(s):  
Public Schools ◽  
The Netherlands ◽  
School System ◽  
Muslim Women ◽  
European Countries ◽  
Public School System ◽  
Court Cases ◽  
National Assembly ◽  
The Public ◽  
German States

In 2004 the French National Assembly and Senate passed legislation which makes it illegal for Muslim women to wear headscarves (the hijab) within French public schools. To be precise the legislation refers to the banning of ostentatious religious symbols within the secular domain of the public school system, but is clearly aimed primarily at Muslim women, following a long-running dispute over this issue. Similar debates are taking place in other European countries such as Germany, Italy, Belgium, the Netherlands and Spain. A bill modelled on the recent French legislation has been tabled in the Belgian senate, whilst various court cases have been brought in other European countries by Muslim women who have been banned from wearing headscarves by employers or schools. Following a ruling of the German Supreme Court that a Muslim teacher should be allowed to wear a headscarf, as this did not contravene current legislation, the state of Baden-Wuerttenberg acted to introduce legislation to ban headscarves, and this legislation is likely to be copied by six other German states.

School Autonomy in the Netherlands

1998 ◽  
Vol 26 (4) ◽  
pp. 395-405 ◽  
Author(s):  
Sjoerd Karsten
Keyword(s):  
The Netherlands ◽  
School Autonomy

Righting the Wrong

PEDIATRICS ◽  
1992 ◽  
Vol 89 (4) ◽  
pp. 772-774
Author(s):  
GEORGE A. SILVER
Keyword(s):  
Health Services ◽  
The Netherlands ◽  
School System ◽  
Preventive Measures ◽  
After School Programs ◽  
Health Needs ◽  
After School ◽  
Traditional Health ◽  
Very Young Children ◽  
School Programs

The evidence for the kinds of programs required to meet children's health needs has been frequently and plainly demonstrated. The programs need to be multilayered, including welfare and educational aspects in addition to health components. All Western European countries have such sociomedical plans in operation. Not all are as well-organized or effective as they might be, but in the Netherlands and Scandinavia, they are awesomely complete and effective. Social measures augment and strengthen traditional health services. Preventive measures are undertaken across the board: nutrition enhancement in the schools; home visits for immunization of very young children; and after-school programs through the school system to provide care, supervision, and learning experiences.

Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow
Keyword(s):  
Teacher Training ◽  
School System ◽  
Voice Disorders ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Bergen County ◽  
Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

Speech Therapy Services in a Large School System: A Six-Year Overview

1976 ◽  
Vol 7 (4) ◽  
pp. 207-219 ◽  
Author(s):  
Constance P. DesRoches
Keyword(s):  
School System ◽  
Speech Therapy ◽  
Factors Affecting ◽  
Case Load ◽  
Number Of Children ◽  
School Population ◽  
System A ◽  
Therapy Services ◽  
And Shifts ◽  
Selection Factors

A statistical review provides analysis of four years of speech therapy services of a suburban school system which can be used for comparison with other school system programs. Included are data on the percentages of the school population enrolled in therapy, the categories of disabilities and the number of children in each category, the sex and grade-level distribution of those in therapy, and shifts in case-load selection. Factors affecting changes in case-load profiles are identified and discussed.

Students as Active Participants in Hearing Aid Maintenance

1992 ◽  
Vol 23 (3) ◽  
pp. 208-213 ◽  
Author(s):  
Marsha Lipscomb ◽  
Peggy Von Almen ◽  
James C. Blair
Keyword(s):  
Inner City ◽  
Hearing Aids ◽  
School System ◽  
Regular Education ◽  
Hearing Aid ◽  
Hearing Impairments ◽  
City School

Twenty students between the ages of 6 and 19 years who were receiving services for students with hearing impairments in a metropolitan, inner-city school system were trained to monitor their own hearing aids. This study investigated the effect of this training on the percentage of students who wore functional hearing aids. Ten of the students received fewer than 3 hours of instruction per day in the regular education setting and generally had hearing losses in the severe to profound range. The remaining 10 students received greater than 3 hours of instruction per day in the regular education setting and had hearing losses in the moderate to severe range. The findings indicated improved hearing aid function when students were actively involved in hearing aid maintenance programs. Recommendations are made concerning hearing aid maintenance in the schools.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Sign in / Sign up

Export Citation Format

Share Document