2.2.1 The phonological processing deficit Recall Alexander Faludy's difficulties in learning to read and write, and the other behavioural characteristics associated with having dyslexia. You might have noticed that many features of dyslexia point to a difficulty with some aspects of memory. That is, people with dyslexia have difficulty with tasks that require short-term memory processing such as mental arithmetic, writing and learning new information. However, these tasks have an additional feature in common: they contain a phonologi
1.5.1 Definition by exclusion A person is ‘dyslexic’ if no alternative explanation can be offered for their reading and writing difficulties. In the UK, interest in children who showed a specific lack of ability in literacy grew as all children became entitled to a basic education. For the first time there was an expectation that all adults should be literate. Initially, it was proposed that specific difficulties in learn
Learning outcomes On completion of this unit, you should be able to: understand how to start SPSS; define a variety of statistical variables; enter basic data into SPSS; carry out a statistical analysis that can test hypotheses.
6 And action! Getting the cameras rolling is just the beginning – there are endless possibilities you can explore. As a visual medium, DV lends itself to the creative expression of ideas, feelings and information, but it is harder to define what constitutes creativity. It's easy to equate a creative medium with a lack of constraints – an ‘anything goes’ attitude. In BECTA's pilot study, however, teachers reported that placing clear constraints on pupils’ coursework generated the best
Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Sue Platt has been a school governor for 21 years, at both primary and secondary p
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Learning outcomes The aim of this unit is to: explain the nature and value of the governing body's monitoring role as part of school improvement; familiarise governors with different forms of monitoring and demonstrate ways in which governors can undertake their role as critical friends of the school; reflect upon the importance of sharing information between members of the governing body and school staff; raise awareness of the importance of the evalu
Learning outcomes This unit will help you to: understand ways in which the governing body can be more involved in the planning processes of the school; become familiar with available school performance data; develop your understanding of how performance data can be used to decide future priorities for school improvement; become familiar with the process of agreeing SMART targets.
2.2 Chair of Governors The role of the Chair of Governors is particularly important, as it is the Chair who will provide leadership for the governing body. It can be a time-consuming job so, to prevent it from becoming too onerous, the Chair should encourage other members to become more involved. An effective Chair can provide invaluable support for the school. A clear understanding of the role of the governing body, a positive and pro-active approach to the management of its responsibilities, and a good work
Introduction How does the board of governors of a school work? This unit looks at the roles of Chair of Governors, Vice-chair and Clerk to the board and examines how the workload can be shared between the members. The governing body should focus on the quality and delivery of education provided by the school, not on daily management.
4.2 Pedagogy and reasonable adjustments It has always been part of the OUs mission to make higher education available to all potential students, regardless of background or circumstance. To quote the OU mission statement: ‘It promotes educational opportunity and social justice by providing high-quality university education to all who wish to realise their ambitions and fulfil their potential.’ The DDA Part 4 makes it clear that education providers are responsible for: anticipating
3.10.2 Other impairments There are people with a wide range of other impairments that are not covered by the above groups, but which may affect study. Some examples are listed below. People with diabetes may have reduced sensitivity in their hands. People with many different conditions may experience severe pain, which makes it difficult for them to concentrate on a task. People with mental illness may have a range of difficulties, including
2.5 Resources Barnes, C. (1992) Disabling Imagery and the Media, The British Council of Organisations of Disabled People, Halifax, Ryburn Publishing.
1.5.4 References CSR Europe (undated) ‘Disability: facts and figures’ [online], Brussels, CSR Europe, www.csreurope.org/csrinfo/csrdisability/DisabilityFactsandfigures/ (Accessed 14 August 2007). National Disability Team (2000–2005) ‘Statistics – On Course’, Chelmsford, National Disability Team, (Accessed 14 August 2007).
1.2.1 Ethics The first factor is ethics. Disabled people should not be excluded from using any product, device or service if it is at all possible to avoid this: disabled people have the same rights as non-disabled people to access goods and services. Teachers generally try to write material that reflects the experiences of women, as well as men and those of people from diverse backgrounds, to make a course inclusive and ‘pedagogically accessible’. This good practice should be extended to include refl
Learning outcomes The learning outcomes for this unit are: To be aware of fact and fiction with regard to relationships between young people's health, activity and fitness. To consider how the physical education curriculum can contribute to public health through the design and implementation of practices which promote active, healthy lifestyles. To learn about current strategies for increasing young people's participation in physical activities.
Introduction In this unit, aimed at teachers of Physical Education, we begin by looking at some of the common misconceptions relating to fitness and activity levels together with accepted definitions of these concepts. We consider how active young people should actually be, and discuss how PE teachers can ensure they are making an effective contribution to this area of public health.
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3.4 School Improvement Partners Following the introduction of School Improvement Partners during 2006–7, governing bodies will no longer be required to take external advice on the head teacher's performance management. Instead, each governing body will be advised by its School Improvement Partner on its management of the head's performance and appraisal. This advice (DfES/Ofsted 2005) will cover the areas currently covered by the External Adviser.
Talking and listening The emphasis on talking and listening in English Language 5–14 was greeted with genuine surprise in schools, despite policy documents since 1965 advocating the importance of planned contexts for talk and of accepting and developing the language children bring to school. Improved standards in talking and listening, measured by AAP surveys and a selection of HMI school reports, came when teachers corrected the mismatch between their practice and the balance required by the Guidelines.<
3 What does the data tell us? Data never gives you the answers: it helps you to ask the questions. (Hawker, 1998) Realistically, what governors can glean from attainment data, without assistance from the professionals, either in school or through the Local Authority (LA), may be limited, depending on your experience of reading statistical information. A single set of figures, relating to only one year's results, may n
