Reader Reflections: March 2003

2003 ◽  
Vol 96 (3) ◽  
pp. 164-209
Keyword(s):  
Mathematics Teacher ◽  
Special Class ◽  
Rational Functions ◽  
Special Classes

In “Reader Reflections: Pseudoinverse functions” on page 723 of the December 2001 issue of the Mathematics Teacher, Larry Hoehn presents a special class of rational functions for which f(g(x)) = g(f(x)) ≠ x and asks whether other special classes of functions of this type exist

Agencies Referring Children for Special Class Placement

1981 ◽  
Vol 5 (1) ◽  
pp. 15-16
Author(s):  
Diane L. Bowyer ◽  
E. Constable
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Young Children ◽  
Special Class ◽  
Classroom Teachers ◽  
Class Placement ◽  
Detailed Assessment ◽  
Training Courses ◽  
Special Classes

AbstractThe present study investigated the sources of referral of young children placed in Junior Special Classes. It was found that more than half of the children were referred by kindergarten or classroom teachers. These results were discussed in the light of (i) overseas findings; (ii) the need for special education content in teacher training courses; and, (iii) providing practising teachers with a checklist for ascertaining which children require detailed assessment.

scholarly journals On the transcendency of the solutions of a special class of functional equations

1975 ◽  
Vol 13 (3) ◽  
pp. 389-410 ◽  
Author(s):  
Kurt Mahler
Keyword(s):  
Special Class ◽  
Functional Equations ◽  
Rational Functions ◽  
Transcendental Function ◽  
Transcendental Number ◽  
Algebraic Numbers ◽  
Image Position

Let a(z) and b(w) be two rational functions in z or W with algebraic coefficients, where a(0) = 0 and letAssume that 0 < |z| < 1, that z is not a pole of for n ≥ 0, that w is neither a pole nor a zero of b(w, n) for n ≥ 1, and that the seriesfor fixed w is a transcendental function of z. Then, if z and W are algebraic numbers, f(z, w) is a transcendental number.

Teacher-Pupil Interaction in Classes for the Emotionally Handicapped

1972 ◽  
Vol 38 (6) ◽  
pp. 469-474 ◽  
Author(s):  
Albert H. Fink
Keyword(s):  
Special Class ◽  
Interaction Analysis ◽  
Emotionally Handicapped ◽  
Unique Character ◽  
Interaction System ◽  
Analysis System ◽  
Operational Issues ◽  
Special Classes

The analysis of teacher-pupil interaction was seen as a means of clarifying the conceptual and operational issues involved in special class programming for the emotionally handicapped. An interaction analysis system which could encompass the variability and complexity (verbal and nonverbal, task and nontask) of teacher and pupil behavior was developed. Use of the interaction system in a study of 15 classrooms for the emotionally handicapped revealed wide differences in teacher-pupil behavior. It was concluded that the unique character of special classes for the emotionally handicapped requires careful delineation of objectives and that the interaction analysis system developed in this study could serve to further research on that process.

Modification of the Syracuse Scales of Social Relations for Administration in the Third and Fourth Grades and in Special Classes for the Mentally Retarded

1966 ◽  
Vol 18 (1) ◽  
pp. 295-327 ◽  
Author(s):  
John E. De Jung
Keyword(s):  
Detailed Analysis ◽  
Social Relations ◽  
School Children ◽  
Special Class ◽  
Mentally Retarded ◽  
Sixth Grade ◽  
The Third ◽  
Educable Mentally Retarded ◽  
Special Classes

Certain assumptions and procedures for administering the Syracuse Scales of Social Relations are examined, using classes of elementary and educable mentally retarded school children and a modified Syracuse Scales developed and administered to a sample of 400 third through sixth grade and special class children. The detailed analysis of these data supports the use of the modification for this population.

What is Special about Special Education Revisited: the Mentally Retarded

1965 ◽  
Vol 31 (5) ◽  
pp. 242-247 ◽  
Author(s):  
Howard L. Sparks ◽  
Leonard S. Blackman
Keyword(s):  
Special Education ◽  
Special Class ◽  
Academic Progress ◽  
Mentally Retarded ◽  
Careful Analysis ◽  
Class Placement ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Regular Classes ◽  
Special Classes

This paper reflects on the increasing emphasis on special class placement of educable mentally retarded children and special preparation for teachers. This is in view of the increasing evidence that special classes have been something of a disappointment in terms of accelerating the academic progress of these children. It is proposed that a necessary area of study is a careful analysis of the extent to which special classes actually differ from regular classes in regard to teacher techniques, materials, and content.

Public School Special Classes for Disturbed Children

1968 ◽  
Vol 13 (4) ◽  
pp. 375-379
Author(s):  
J. L. Asselstine
Keyword(s):  
Public School ◽  
Small Group ◽  
Emotionally Disturbed ◽  
Special Class ◽  
School Personnel ◽  
School Age Children ◽  
Treatment Needs ◽  
Regular School ◽  
Emotionally Disturbed Children ◽  
Special Classes

Segregated classes in public school systems for emotionally disturbed children have had an increasing vogue in the recent past. There is evidence to suggest that special classes are not the most effective or practical way to meet the needs of school-age children who are having serious difficulties in the regular school system because of behavioural handicaps. A Special Placement Class for emotionally disturbed children which operated in the Winnipeg City Schools for a period of twelve years is referred to as a case in point. It is suggested that a special class may try to provide for two general groups of disturbed children. There are those who could be registered in regular school classes provided individual or small group instruction is made available in the same school for the core subjects. Adequate child guidance clinic services would be required to meet the consultant needs of the school personnel as well as the treatment needs of the child. A segregated special class may fail to meet the educational and therapeutic needs of these children to a comparable degree. The second group are those children who basically require medical care. They should receive their schooling as part of the program of a comprehensive psychiatric centre for children. Their academic work should be given in individual or very small group tutoring sessions. For these children a special class in the regular school is an attempt to provide a day-care program without the necessary facilities.

A SPECIAL CLASS OF UNIVALENT FUNCTIONS WITH NEGATIVE COEFFICIENTS

2020 ◽  
Vol 27 (1) ◽  
pp. 1-13
Author(s):  
M. K. Aouf
Keyword(s):  
Unit Disc ◽  
Special Class ◽  
Univalent Functions ◽  
Alpha Beta ◽  
Special Classes

There are many special classes of univalent functions in the unit disc U. In this paper, we consider the special class P(A, B, alpha, beta, -1 <= B < A <= 1, - 1 <= B <= 0, 0 < =alpha < 1 and 0 < beta <= 1, of univalent functions in the unit disc U. And it is the purpose of this paper to show some properties of this class.

scholarly journals Analisis komparatif self confidence siswa kelas khusus dan kelas reguler

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Santoso Santoso ◽  
Richma Hidayati
Keyword(s):  
Random Sampling ◽  
Special Class ◽  
Sampling Technique ◽  
Class Differences ◽  
Self Confidence ◽  
Regular Class ◽  
The Difference ◽  
Regular Classes ◽  
Difference Test ◽  
Special Classes

The purpose of this study was to compare the self-confidence of students in special classes and regular classes and to know class differences. This study uses a quantitative approach with a comparative design. The research sample consisted of 80 students with 35 regular class students and 45 special class students who were determined using the Proportional Random Sampling Technique. The instrument was adapted from the confidence of the instrument and data analysis used comparational analysis using the Difference Test with the SPSS program. The conclusion of this study is that there are differences in the confidence of students in special classes and regular classes. A total of 30 students in a special class have high self-confidence and 5 students have a sufficient level of self-confidence, while students in regular class, as many as 20 students have sufficient self-confidence and 25 students have less self-confidence. And shows that the difference between special classes and regular classes greatly affects the level of student confidence.

scholarly journals A SPECIAL CLASS OF UNIVALENT FUNCTIONS WITH NEGATIVE COEFFICIENTS

1996 ◽  
Vol 27 (1) ◽  
pp. 1-13
Author(s):  
M. K. AOUF
Keyword(s):  
Unit Disc ◽  
Special Class ◽  
Univalent Functions ◽  
Alpha Beta ◽  
Special Classes

There are many special classes of univalent functions in the unit disc $U$. In this paper, we consider the special class $P^*(A,B,\alpha,\beta)$, $-1\le B<A \le 1$, $-1 \le B < 0$, $0 \le\alpha < 1$ and $0 < \beta\le 1$, of univalent functions mthe umt disc $U$. And it is the purpose of this paper to show some properties of this class.

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