Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-01T02:15:56.056Z Has data issue: false hasContentIssue false
  • English
  • Français

Special Education for all Educators are we Ready?

Published online by Cambridge University Press:  26 February 2016

Jim Irvine
Jim Irvine*
Affiliation:
The University of New England, Armidale, N.S.W.
Get access Rights & Permissions [Opens in a new window]

Extract

Educators currently in senior positions in our public education and training institutions experienced school as children in a New Zealand society very different from 1987. In theirprofessional careers, they have witnessed some staggering changes to which they have had to adjust.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 12 , Issue 2 , November 1988 , pp. 2 - 11
Copyright
Copyright © The Australian Association of Special Education 1988

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Baroff, G.S. (1974). Mental retardation: Nature, cause and management. Washington, D.C.: Hemisphere.Google Scholar
Belmont, J.M. (1966). Long-term memory in mental retardation. In Ellis, N.R. (Ed.), International review of research in mental retardation (Vol. 1). N.Y.: Academic Press.Google Scholar
Cavalier, R.M. (1986). Keynote address to the Annual General Meeting of the N.S.W. Council for Intellectual Disability. Sydney.Google Scholar
Center, Y., Ward, J., Parmenter, T., & Nash, R. (1985). Principals’ attitudes towards the integration of disabled children into regular schools. The Exceptional Child, 32, 149–161.Google Scholar
Department of Education. (1985). Memorandum to principals: Enrolment of children with disabilities. Sydney.Google Scholar
Doherty, P. (Chairman). (1982). Strategies and initiatives for special education in New South Wales. Report to the Minister of Education in New South Wales. Sydney.Google Scholar
Dunn, L.M. (1968). Special education for the mildly retarded - Is much of it justifiable? Exceptional Children, 35, 5–22.Google Scholar
Gow, L., Balla, J., Hall, J., Konza, D., & Snow, D. (1986). Towards effective integration in Australia. Australian Journal of Special Education, 10, 14–20.Google Scholar
Graves, P. (1978). Early intervention: A personal view. Australian Journal of Mental Retardation, 5(3), 85–87.Google Scholar
Harris, R. (1986). Recognition of special education needs: Cooperation at the political level. Australian Journal of Special Education, 10(1), 6–12.Google Scholar
Harvey, D.H. (1985). Mainstreaming: Teachers’ attitudes when they have no choice in the matter. The Exceptional Child, 32, 163–173.Google Scholar
Hayden, A. & Haring, N. (1976). Early intervention for high risk infants and young children: Programs for Down’s syndrome children. In Tjossem, T.D. (Ed.), Intervention strategies for high risk infants and young children. Baltimore: University Park Press.Google Scholar
Irvine, J.W. (1986). Resourcefulness in special education: An analysis of local initiatives. In Shaddock, A.J. & Bennett, A.J. (Eds.), Resourcefulness in special education. Armidale: U.N.E. Publishing Unit.Google Scholar
Irvine, J.W. & Edwards, H.E. (1981). Portage guide to home teaching: Observations of its efficacy in a home-based early intervention program for developmentally handicapped young children in the New England Region. In McIntyre, G. & Parmenter, T. (Eds.), Preparation for life: Programs for mentally handicapped people in Australia in the 1980s. Sydney: Prentice Halk.Google Scholar
Pieterse, M. & Centre, Y. (1984). The integration of eight Down’s syndrome children into regular schools. Australian and New Zealand Journal of Developmental Disabiities, 10, 11–20.Google Scholar
Robinson, N.M. & Robinson, H.B. (1976). The mentally retarded child (2nd ed.). New York: McGraw Hill.Google Scholar
Rynders, J.E., Spiker, D., & Horrobin, J.M. (1978). Underestimating the educability of Down’s syndrome children: Examination of methodological problems in recent literature. American Journal of Mental Deficiency, 82, 440–448.Google ScholarPubMed
Seligman, M.E. (1975). Helplessness: On depression, development and death. San Francisco: Freeman.Google Scholar
Shaddock, A.J. (1987). Research into developmental disabilities: Distance education training packages. Paper presented at the Challenge Foundation Conference, Sydney.Google Scholar
Shaddock, A.J. & Batchler, M. (1984). Project S.T.D. Tenterfield. Report to the Commonwealth Schools Commission Special Education Program.Google Scholar
Shaddock, A.J., Hattie, J.A., Edwards, H.E., Branston, P., & Brummell, V. (1986). Identifying the training needs of staff working in community residences for people with developmental disabilities. Australian and New Zealand Journal of Developmental Disabilities, 11, 263–268.Google Scholar
Thorley, B. & Mills, L. (1986). Special education: A problem of costs and benefits. N.S.W. Journal of Special Education, 6, 5–10.Google Scholar
UNESCO (1978). Economic aspects of special education. Paris: UNESCO.Google Scholar
Wolfensberger, W. (1972). The principle of normalisation in human services. Toronto: National Institute on Mental Retardation.Google Scholar
Yates, S. (1987). Instrumental enrichment: A strategy for modifying cognitive ability. Australasian Journal of Special Education, 11(1), 15–27.Google Scholar
Zeaman, D. & House, B.J. (1963). The role of attention in retardate discrimination learning. In Ellis, N.R. (Ed.), Handbook of mental deficiency. New York: McGraw Hill.Google Scholar
Zigler, E. (1966). Research on personality structure in the retardate. In Ellis, N.R. (Ed.), International review of research in mental retardation, Vol. l. New York: Academic Press.Google Scholar
Zigler, E. (1973). The retarded child as a whole person. In Routh, D.K. (Ed.), The experimental psychology of mental retardation. Chicago: Aldine.Google Scholar