(1997). Information Package on Managed Care and Long-Term Supports for People with Developmental Disabilities. This collection of papers on managed care and long-term supports for people with developmental disabilities includes a range of reprinted articles and resource materials that provide different kinds of information and opinions on the impact of managed care. Articles include: "A Position Statement on Managed Care and Long-Term Supports in Developmental Disabilities" (Center on Human Policy at Syracuse University and others), summarizing some of the principles and values that should underlie managed care if and when it is implemented; "Keeping the Faith: System Change, Managed Care and Long-Term Supports for People with Developmental Disabilities" (National Association of State Directors of Developmental Disabilities Services, Inc.); "Overview and Implications of Medicaid Managed Care for People with Developmental Disabilities" and "Technical Elements, Demonstration Projects, and Fiscal Models in Medicaid Managed Care for People with Developmental… [PDF]
(2019). Creating Lawful Opportunities for Adult Refugee Labour Market Mobility: A Conceptual Framework for a VET, Skills and Qualifications-Based Complementary Pathway to Protection. Cedefop – European Centre for the Development of Vocational Training Creating labour mobility opportunities allowing refugees to move lawfully from first asylum countries to receiving countries, based on their skills and qualifications and recipient labour market needs, is a policy idea that deserves to be explored and tested. The conceptual framework presented in this report sketches the potential, the key elements and main issues to be addressed in creating such opportunities through a skills-based complementary pathway to protection. The central element of a skills-based pathway is matching refugees' skills and qualifications and labour market needs in a potential receiving country that offers adult refugees a clear perspective of employment with a clear route to self-reliance. The process must also safeguard political, social and economic sustainability in the receiving country, creating a triple win situation: for the refugees themselves, for the first asylum countries and for the receiving countries…. [PDF]
(2020). Children's Moral Rights and UK School Exclusions. Theory and Research in Education, v18 n1 p40-58 Mar. This article argues that uses of exclusion by schools in the United Kingdom (UK) often violate children's moral rights. It contends that while exclusion is not inherently incompatible with children's moral rights, current practice must be reformed to align with them. It concludes that as a non-punitive preventive measure, there may be certain circumstances in schools where it is necessary to exclude a child in order to safeguard the weighty interests of others in the school community. However, reform is needed to ensure that exclusion is a measure of last resort, unjust discrimination is eliminated, appropriate and timely alternative provision is available, cultures of listening are developed, and blanket policies are removed. The argument is framed in terms of children's weighty interests as identified in the United Nations Convention on the Rights of the Child. The moral bearing of these interests on UK schools is defended, and an overview of exclusion practices commonly used in UK… [Direct]
(1964). FREEPORT PUBLIC SCHOOLS EXPERIMENT ON EARLY READING USING THE EDISON RESPONSIVE ENVIRONMENT INSTRUMENT. OBJECTIVES WERE TO DETERMINE WHETHER A TECHNOLOGICAL DEVICE COULD TEACH 5-YEAR-OLDS TO READ, OVER WHAT INTELLIGENCE RANGES THE INSTRUMENT WOULD BE EFFECTIVE, WHETHER NEGRO CHILDREN FROM A RECENTLY CLOSED SEGREGATED SCHOOL WOULD RESPOND, AND WHETHER THE DEVICE COULD TEACH MENTALLY RETARDED CHILDREN. SUBJECTS WERE 22 KINDERGARTEN PUPILS FROM ONE SCHOOL AND A CONTROL GROUP OF 22 PUPILS MATCHED ACCORDING TO AGE, SEX, RACE, INTELLIGENCE, LEFT AND RIGHT HANDEDNESS, HEARING, VISION, LANGUAGE MATURITY, AND SOCIOECONOMIC STATUS. THE DEVICE USED WAS THE EDISON RESPONSIVE ENVIRONMENT INSTRUMENT, A COMPUTERIZED TYPEWRITER THAT REPRODUCES SEVERAL HUMAN SENSORY RESPONSES. THE INSTRUMENTS WERE HOUSED IN BOOTHS WHICH PROVIDED ISOLATION FROM DISTRACTION AND WERE MONITORED BY TRAINED PERSONNEL. SUBJECTS CAME VOLUNTARILY FOR 30-MINUTE SESSIONS OVER A 5-MONTH PERIOD, THE ACTUAL TIME AT THE E.R.E. RANGING FROM 22 TO 36 HOURS. EVIDENCE INDICATED THAT 20 KINDERGARTEN AND MENTALLY RETARDED CHILDREN (TWO…
(1990). The HIV Epidemic and Community Colleges: A Report to the Legislature in Response to Senate Concurrent Resolution 79. Developed by the Office of the Chancellor of the California Community Colleges in response to legislative mandate, this report provides a brief epidemiological background on the Human Immune Deficiency Virus epidemic, a summary of actions taken by the Board of Governors and the Chancellor's Office, results of a survey of the colleges regarding their Acquired Immune Deficiency Syndrome (AIDS) policies and programs, and general conclusions and recommendations. After underscoring the need for AIDS education, part I of the report lists actions taken at the state level, including the development of policies to protect the legal rights of AIDS victims, to ensure that persons with AIDS have access to Disabled Students Programs and Services, and to promote AIDS education. This section also summarizes findings from the November 1989 AIDS survey, indicating that: (1) 36 districts had adopted or were in the process of developing an AIDS policy; (2) over two-thirds of the 94 responding colleges…
(2006). The Need for Critical Media Literacy in Teacher Education Core Curricula. Educational Studies: Journal of the American Educational Studies Association, v39 n3 p260-282. The \information era\ has brought up new literacies, although most of them are still not part of the K-12 curriculum or the teacher education curriculum. One of these new literacies is critical media literacy. The purpose of this article is to document the urgency for including this new literacy in school and teacher education curricula given the crucial role of media as they touch every issue impacting human life in society. Critical media literacy as understood here includes three dimensions: (1) develop a critical understanding of how corporate for-profit media work, driven by their political and economic vested interests; (2) search for and support alternative, nonprofit media; and (3) characterize the role of teachers in helping students and their parents to become media-literate users and supporters of alternative media. Critical media literacy is founded on the legitimate role of media to serve the public's right to be truly informed, and thereby serve democracy. However,… [Direct]
(2020). Reinstating the Inherent Dignity of Marginalized Communities in Ghana. Journal of Interdisciplinary Studies in Education, v9 spec iss p80-101. When a representative democracy implicitly or explicitly undermines minority rights and prevents marginalized people from actively participating in a democratic process, it facilitates social exclusion. This paper focuses on how Ghana's democracy, coupled with traditions, aggravate social exclusion. The research discusses the democratization process of Ghana and its role in the marginalization of minorities. Particularly, this paper looks at the class-based marginalization of women on the one hand and the sex-based marginalization of the LGBTQI+ community on the other, in Ghana. Finally, this paper explores how Soka Education, as a way of life, can support these marginalized communities in Ghana…. [PDF]
(2020). Borders and Belonging: Displaced Syrian Youth Navigating Symbolic Boundaries in Lebanon. Globalisation, Societies and Education, v18 n4 p449-463. We examine the ways in which young Syrian refugees perceive and navigate the symbolic boundaries of belonging when displaced in Lebanon. Using portraiture, we identify three dimensions of belonging for refugees — safety, dignity, and relationships — and we explore the role of education in cultivating each one. We find that educational spaces, such as formal school and informal volunteering experiences, are places where refugee young people are at times able to blur bright boundaries of belonging. We also find that this belonging is tenuous and serves to reinforce boundaries of citizenship, rights, and everyday practices that exclude refugee young people. Our findings emphasize the need for the field of refugee education to address the question of how schools can actively resist and counter state-established bright boundaries of belonging to instead serve as spaces that blur and redefine those boundaries…. [Direct]
(2020). The Classroom as "Toponymic Workspace": Towards a Critical Pedagogy of Campus Place Renaming. Journal of Geography in Higher Education, v44 n1 p124-141. There are growing debates over removing the names of racist historical figures from public schools and university campus buildings, streets, and other public spaces. This article develops a pedagogical framework for transforming the classroom into a "toponymic workspace," where students can understand and possibly make interventions in the politics of place (re)naming within their own educational institutions. Moving away from traditionally passive treatments of toponyms, we focus on the materiality and active political-affective work behind the creation and maintenance of commemorative campus toponymies along with the complicity of place naming in creating violent social and cultural orders that have contributed to the production of racially-wounded places. We offer three instructional strategies for developing a critical pedagogy of campus place naming: (1) tracing and mapping the historical-ideological genealogies of "landscape backstories" related to naming… [Direct]
(1998). Head Start Program Performance Standards and Other Regulations (45 CFR Parts 1301, 1302, 1303, 1304 and Guidance, 1305, 1306, and 1308 and Guidance). Head Start and Early Head Start are comprehensive child development programs providing services to children from birth to age 5, pregnant women, and their families. The Head Start Program Performance Standards, mandatory regulations that grantees and delegate agencies must implement in order to operate a Head Start program, are designed to ensure that Head Start goals and objectives are implemented successfully. This document focuses on Part 1304 of the standards and includes guidance materials for this part, although other parts are included for context. Sections in Part 1304 cover: (1) general standards (purpose and scope, effective date, definitions); (2) early childhood development and health services (child health and developmental services, education and early childhood development, child health and safety, child nutrition, child mental health); (3) family and community partnerships (family partnerships, community partnerships); (4) program design and management (program… [PDF]
(1993). Knowledge, Culture, and Power: International Perspectives on Literacy as Policy and Practice. Of interest to students of literacy, education, planning, and policy studies and cross-cultural analysis, this book examines the cultural and political dynamics underlying literacy. Case studies focusing on the historical role of literacy and the maintenance or suppression of marginal groups are complemented in the book by reports of data on access to literacy competence for various sub-national minority groups. Issues discussed in the book are framed by close attention to educational, policy, popular, or media accounts of literacy. Chapters in the book are: (1) "Introduction: Explanations of the Current International 'Literacy Crises'" (Anthony R. Welch and Peter Freebody); (2) "Literacy Strategies: A View from the International Literacy Year Secretariat of UNESCO" (Leslie J. Limage); (3) "The Pen and the Sword: Literacy, Education and the Revolution in Kurdistan" (Amir Hassanpour); (4) "Aboriginal Education in Northern Australia: A Case Study of…
(1967). THEORIES AND PRACTICES IN THE EDUCATION OF WOMEN DURING THE AGE OF ENLIGHTMENT IN FRANCE. A REPORT WAS GIVEN ON A SEARCH OF THE LITERATURE ON THE EDUCATION OF WOMEN IN FRANCE DURING THE PERIOD FROM THE FOUNDING OF ST. CYR (1686) THROUGH THE REVOLUTION. THE AUTHOR SUMMARIZES (1) THE EDUCATIONAL PRACTICES USED AND (2) THE EDUCATIONAL THEORIES PROPOSED AT THAT TIME. WHILE THE EDUCATION OF WOMEN IN 18TH-CENTURY FRANCE LEFT MUCH TO BE DESIRED, IT WAS PERHAPS BETTER AND MORE WIDESPREAD THAN MIGHT HAVE BEEN ASSUMED. A CONSIDERABLE PROPORTION OF THE GIRLS OF THE NONPRIVILEGED CLASSES DID AT LEAST RECEIVE AN ELEMENTARY EDUCATION, LEARNING TO READ, WRITE, DO SIMPLE ARITHMETIC, AND ACQUIRE THOSE MANUAL SKILLS, ESPECIALLY NEEDLEWORK, WHICH WOULD BE MOST USEFUL TO THEM IN THE LINES FOR WHICH THEY WERE ULTIMATELY DESTINED. THE DAUGHTERS OF THE WEALTHY BOURGEOISIE AND THE ARISTOCRACY USUALLY RECEIVED THEIR EDUCATION IN CONVENTS WHICH THEY ENTERED AT THE AGE OF 6 OR 7 AND WHICH THEY LEFT AT BETWEEN 16 AND 20 YEARS OF AGE IN ORDER TO MARRY. MANY EDUCATIONAL THEORIES WERE PROPOSED IN… [PDF]
(2001). Rethinking Our Classrooms: Teaching for Equity and Justice. Volume 2. This companion volume to the first "Rethinking Our Classrooms" presents a collection of articles, curriculum ideas, lesson plans, poetry, and resources designed for educators seeking to pair concerns for social justice with student academic achievement. Topics are: (1) "The Power of Words," including "Where I'm From: Inviting Students' Lives into the Classroom" (Linda Christensen), "What Color is Beautiful" (Alejandro Segura-Mora), and "I Am Proud To Be Bilingual" (Monica Thao); (2) "The Power of the Past", including "Unsung Heroes" (Howard Zinn), "On the Road to Cultural Bias" (Bill Bigelow), and "A Lesson on the Japanese-American Internment" (Mark Sweeting); (3) "The Power of Critique," including "Teaching Math across the Curriculum" (Bob Peterson), "The Human Lives behind the Labels" (Bill Bigelow), and "Girls, Worms, and Body Image" (Kate Lyman); (4)…
(2001). Education Provision to Nomadic Pastoralists: A Literature Review. IDS Working Paper. Educationally, pastoralists appear to be a paradox. From the perspective of official education, they are a complete failure, scoring badly in terms of enrollment, achievement, attainment, and gender balance. However, pastoralists are far from being unskilled. Their daily lives require them to perform tasks involving high levels of individual and social specialization. A consideration of this paradox should be central to analyses of the continuous failure, with regard to nomads, of the universal project of education. Instead, education programs appear to oppose nomadic culture at all levels–from principles and goals to evaluation. As a universal project, education has had a very broad goal of the fulfillment of all individuals as human beings and a very narrow view of educational structure and content. With regard to education of nomads, this literature review suggests that such attitude should be reversed to a broader view and focused goals. Policies should expand the view from…
(2006). What Do People Think about Disabled Youth and Employment in Developed and Developing Countries? Results from an E-Discussion Hosted by the World Bank. Disability & Society, v21 n6 p645-650. Even though there are good examples of people with disabilities mainstreamed in the labour market (Bruyere et al., 2004), the situation is still far from being positive, particularly when labour markets are in constant flux due to rapid globalization and technological change, unless new approaches are adopted. In light of this, the World Bank Human Development Network and the World Bank Institute organized an e-discussion to explore the challenges of mainstreaming people with disabilities and preparing them for the new global economy. This article presents the main results of the e-discussion, which was designed to solicit ideas and gather information on good job practices, thereby contributing to the ongoing work of academic and international institutions. The goal of the discussion was to generate input from people whose opinions are seldom represented in academic papers that can help guide the development agenda and ensure the inclusion of disabled youth. The e-discussion lasted… [Direct]