This field study addresses the question of how one organisation organised for the purposes of policy review and development. It does so through a case study of the A.C.T. Schools Authority Review of Provision for Children with Special Needs. This review, which took place during 1981, was conducted by an intra-organisational Task Force formed specifically for that purpose. In line with the principles established as a basis for the A.C.T. government school system, the review was organised in a way which encouraged wide participation by educationalists and the community at large. The field study comprises three main chapters, the first of which traces the history and development of the A.C.T. school system. Here the emphasis is upon the methods adopted to develop policy from the earliest days of the organisation to the time of the review. The second chapter provides an account of the establishment and conduct of the review stressing the vital importance of matters related to leadership and resources. In the third chapter various aspects of the review are analysed in relation to selected literature on organisations. It analyses the organisational context and structure of the review, and in the light of this, considers questions of the styles of leaderhsip actually adopted. Throughout the study the aim is to understand the organisational processes involved with an emphasis upon the appropriateness of the means employed to meet the demands for policy review.

<p>The overall aim of this study is to achieve the increased knowledge of the use of the counselling methods in the student counsellors' work and to find the possibilities for development. Two questions are used as guidelines:</p><p>Which counselling methods do student counsellors use in their work in schools?</p><p>How can the current education for the student counsellors be supplemented?</p><p>The analysis of the interviews with six counsellors in Stockholm's administrative province showed that even uneducated counsellors use the same counselling methods as the educated ones. All these methods which are used remind of the known counselling methods that are the part of the current education for the student counsellors.</p><p>In general counsellors experienced that the education for the counsellors should be supplemented within the field children with special needs and that conversation's methodology is the essence of the counselling work.</p>

p { margin-bottom: 0.08in; }a:link { color: rgb(0, 0, 255); Special needs sport literature is narrow-focused and generally focuses on the different disabilities of athletes (Howe & Jones, 2006). Additionally, cheerleading is generally researched in terms of disordered eating and body image (Thompson & Digsby, 2004), high injury risk (Jacobson, Hubbard & Redus, 2004; Jacobson, Redus, & Palmer, 2005), and over-sexualization of youth (Adams & Bettis, 2003). While several websites and resources for coaches of special needs athletes provide information for how a coach should feel, there is a lack of empirical research to support these claims (www.specialolympics.org; www.usasf.net). In the present study, a phenomenological interview approach was taken for eight coaches of special needs cheerleading squads. The interviews were thematized to reveal figure themes of: (a) enthusiasm; (b) parents; (c) us vs. “them”; and (d) improvements vs. struggles. Additionally, there were two sub-ground themes of the athletes and outside help. All of the figure themes and the sub-ground themes were encompassed by the ground theme of community. Connections to previous research, practical implications, and future directions of the present findings are discussed.

This was a two part study. Part one was a retrospective chart review to ascertain the prevalence and predictors of peri-operative complications in PWD receiving their dental care under general anesthesia (GA). Part two was a prospective survey of parents/caregivers regarding their satisfaction with the service as well as to ascertain the prevalence of post-operative symptoms incurred by patients. In Part 1, the prevalence of complications in PWD was 4 times higher than the 6% stated in the literature for the general population. Time under GA, and no previous history of dental care under GA were significantly related to complications. In Part 2, 100% of patients experienced post-operative symptoms; nonetheless, 92.7% of parents/caregivers were satisfied with the service provided. There prevalence of complications in the PWD in this study was high. Prior to treatment under GA, adequate pre-operative medical evaluations must be completed and time under GA minimized.

This was a two part study. Part one was a retrospective chart review to ascertain the prevalence and predictors of peri-operative complications in PWD receiving their dental care under general anesthesia (GA). Part two was a prospective survey of parents/caregivers regarding their satisfaction with the service as well as to ascertain the prevalence of post-operative symptoms incurred by patients. In Part 1, the prevalence of complications in PWD was 4 times higher than the 6% stated in the literature for the general population. Time under GA, and no previous history of dental care under GA were significantly related to complications. In Part 2, 100% of patients experienced post-operative symptoms; nonetheless, 92.7% of parents/caregivers were satisfied with the service provided. There prevalence of complications in the PWD in this study was high. Prior to treatment under GA, adequate pre-operative medical evaluations must be completed and time under GA minimized.

This case study examines how upper secondary schools in a municipality in the northern parts of Sweden structure their special pedagogy with students who have ADHD and dyslexia, students’ and parents’ experiences of this, and what regulates the schools management in this particular aspect. The results show that all the schools have special pedagogues and other support staff employed, though in varied extent. Furthermore, the resources are distributed differently from school to school. The focus, however, is always around communication between the concerned parties. Unfortunately, their good efforts to reach all students have not been successful. Not every special needs student have received the support they are entitled to. Students, as well as parents, have pointed out the shortages that they have experienced in communication, support and information about what rights they have, both as special needs students and as just students in a Swedish upper secondary school. Many of our informants have pointed out the teachers’ ignorance as one reason for the disappointment regarding the support from the schools.

This study aims to investigate how special needs teachers work with dyslexic pupils who are not reaching the goals of the subject of English. In addition, the focus is to examine dyslexic pupils’ experienced areas of difficulties and also how to structure the language teachings in order to facilitate for the pupils with dyslexia. The method of collecting data for this essay is based on a qualitative research approach through semi-structured interviews with special needs teachers. The results conclude that the informants do not support the pupils directly since their assignment is instead to coach the teachers, which mean that their main responsibility is to work primarily with school organization. Also, through this essay it became evident that dyslexia exists in every language and the specific learning disability is not equal with a failed grade in English.

The overall aim of this study is to achieve the increased knowledge of the use of the counselling methods in the student counsellors' work and to find the possibilities for development. Two questions are used as guidelines: Which counselling methods do student counsellors use in their work in schools? How can the current education for the student counsellors be supplemented? The analysis of the interviews with six counsellors in Stockholm's administrative province showed that even uneducated counsellors use the same counselling methods as the educated ones. All these methods which are used remind of the known counselling methods that are the part of the current education for the student counsellors. In general counsellors experienced that the education for the counsellors should be supplemented within the field children with special needs and that conversation's methodology is the essence of the counselling work.

This study was undertaken to determine if persons with disabilities encounter difficulties in accessing dental care in Ontario, to identify barriers to accessing dental care and to determine if persons with disabilities and caregivers value oral health. Community organizations providing supports for persons with disabilities were recruited to circulate a questionnaire to their members via mail or internet. Fourteen community organizations mailed out 1755 paper questionnaires. A response rate of 23.9% was calculated from original surveys returned. In total, 634 paper and internet surveys were deemed valid. Data analysis was conducted using the chi square test and logistic regression. Most (73.2%) persons with disabilities, primarily developmental disabilities, were able to access dental services in Ontario. Personal internal factors were more likely to act as barriers to dental care than external factors. The majority of caregivers and persons with disabilities believe that oral health is an important part of overall health.

The purpose of the study was to find out how teachers in a school in Kenya conducted the education of mathematics in standard 4-6. The focus was how the teachers worked with children in need of special support in mathematics.To find out the purpose a case study was made with two interviews and seven observations with four teachers on a rural school in Kenya. The following issues were: Which standards were there in the classrooms during lessons in mathematics in Kenya? How did the teachers express the view of children in need of special support? The main conclusion was that different teachers teaching in mathematics looked the same.The teacher was standing in front of the blackboard where the teaching occurred and the pupils were sitting lined up in their benches. The teaching of the pupils was about repetition and imitates the teacher and mostly filling the gap that the teacher made them say. Pupils in need of special support got their help through extra lessons and homework but the teachers thought that it was hard to help every child when there was only one teacher in the classroom. / Studiens syfte var att undersöka hur lärare i en kenyansk skola bedrev sin matematikundervisning i årskurs 4-6. Fokus las på hur lärarna arbetade med barn i behov av särskilt stöd i matematiken. För att besvara syftet gjordes en fallstudie med två intervjuer och sju observationer med fyra lärare på en landsbygdsskola i Kenya. Följande frågeställningar användes; Vilka klassrumsnormer rådde under en kenyansk matematiklektion? Hur uttrycktes lärarnas syn på barn i behov av särskilt stöd i matematik?De slutsatser som framkom var att olika lärares matematikundervisning liknade varandra.Läraren stod framme vid svarta tavlan där de ledde undervisningen och eleverna satt uppradade i bänkar. Undervisningen byggde på att eleverna upprepade och härmade läraren genom att eleverna det flesta gångerna fyllde i sista ordet i meningen som läraren fick dem att säga. Elever i behov av särskilt stöd fick hjälp i form av extrauppgifter och extralektioner men lärarna ansåg att det var svårt att hjälpa alla elever då det var många barn på få pedagoger.