Enabling Access
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Author | : Barry Carpenter |
Publisher | : Routledge |
Total Pages | : 323 |
Release | : 2014-04-08 |
Genre | : Education |
ISBN | : 1134089902 |
First Published in 1997. In special education we are, at last, in a good position to offer pupils a broad and balanced curriculum which is relevant to their needs and which is based on the same range of provision enjoyed by all pupils. Such a curriculum can only be planned as a cohesive whole; compartmentalizing aspects of the whole curriculum risks seeing one part as having more merit or worth than another. The whole curriculum in ail schools will vary, depending on local needs and opportunities. In special education it is important that we embrace that whole curriculum, using its diversity and opportunity to plan for breadth, balance and relevance. This book makes a significant contribution to the developments in planning for access to the whole curriculum.
Author | : Digital Library Federation |
Publisher | : Digital Library Federation |
Total Pages | : 44 |
Release | : 1999 |
Genre | : Language Arts & Disciplines |
ISBN | : 1933645008 |
Issues, rights, change, privacy, economics.
Author | : Barry Carpenter |
Publisher | : Routledge |
Total Pages | : 500 |
Release | : 2014-04-08 |
Genre | : Education |
ISBN | : 113408997X |
First Published in 1997. In special education we are, at last, in a good position to offer pupils a broad and balanced curriculum which is relevant to their needs and which is based on the same range of provision enjoyed by all pupils. Such a curriculum can only be planned as a cohesive whole; compartmentalizing aspects of the whole curriculum risks seeing one part as having more merit or worth than another. The whole curriculum in ail schools will vary, depending on local needs and opportunities. In special education it is important that we embrace that whole curriculum, using its diversity and opportunity to plan for breadth, balance and relevance. This book makes a significant contribution to the developments in planning for access to the whole curriculum.
Author | : |
Publisher | : |
Total Pages | : 790 |
Release | : 1910 |
Genre | : Railroads |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 848 |
Release | : 1910 |
Genre | : Shipping |
ISBN | : |
Author | : United Nations ICT Task Force. Working Group on the Enabling Environment |
Publisher | : United Nations Publications |
Total Pages | : 194 |
Release | : 2005 |
Genre | : Business & Economics |
ISBN | : |
This publication contains a number of papers from an international workshop held in May 2005 which included representatives from governments, academia, NGOs and the private sector. The workshop was organised to consider options for increasing the availability of information and communication technology (ICT) infrastructure and services in Africa, including issues of technology development, regulatory frameworks and support for the necessary entrepreneurship required to build sustainable ICT networks in African countries.
Author | : Simon Dixon |
Publisher | : |
Total Pages | : 554 |
Release | : 2007 |
Genre | : Information retrieval |
ISBN | : |
Author | : Ann Poyner |
Publisher | : Chandos Publishing |
Total Pages | : 168 |
Release | : 2005-03-31 |
Genre | : Business & Economics |
ISBN | : |
Summary: Suggests ways of offering end user education or training through personal tuition in libraries. It examines issues about who needs end user education and training, what they might need and how it can be delivered. Guidance on planning and running individual, group and workshop training is provided. The author has worked in the health service, managing library and information services. Key Features: Provides information on: (1) identifying key issues relating to end user education; (2) giving individual tuition and planning group/workshop training Contents: Seeking information - transition from passive to involved end user; countering threats to library and information services - promotion; where to find information - library location; library environment/orientation Identifying key issues - end user awareness and perceptions: survey ideas and methods; information audits; mind mapping; interpretation of results. Key training issues; training needs assessment; questionnaires; pre-training skills self-assessment The information professional as educator or trainer - changing role of the librarian; librarian as educator or trainer; personal strengths; communication and interpersonal skills; evaluation training activity The searching process and searching techniques - hierarchical sources of information; constructing search strategies; framing the question; database searching; combining searches; truncation; limiting searches; managing results; evaluation Preparing training materials - resource specific instruction; courseware basics The one-to-one training interface - ad hoc training; individual user profiles; being well prepared The group training experience - group composition; learning styles; barriers to learning; basic skills; training sessions; single and multi
Author | : |
Publisher | : |
Total Pages | : 484 |
Release | : 2001-12-12 |
Genre | : Trademarks |
ISBN | : |
Author | : Jenny Williams |
Publisher | : Open University Press |
Total Pages | : 216 |
Release | : 1997 |
Genre | : Education |
ISBN | : |
Who has access to higher education and how are students selected? How is access discussed and whose voices are heard? As we move toward a mass higher education system who are the 'new' students, and why and how are they so labelled? Negotiating Access to Higher Education uses a discourse approach as a framework for making sense of recent changes in access to higher education. It analyses these changes and the debates surrounding them across several levels of policy, practice and experience within the higher education system: the state, higher education agencies, research, institutions, admissions tutors, and students. It examines how discursive struggles over entitlement, selectivity and equity determine who can be a student; what varying understandings inform admissions policies and practices; and the relationship between those policies (and practices) and student needs in a changing system.