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Special schools

Most EDS systems are controlled by minicomputers or microcomputers and are easy to use for the basic operations of spectrum collection and peak identification, even for the computer illiterate. However, the use of advanced analysis techniques, including deconvolution of overlapped peaks, background subtraction, and quantitative analysis will require some extra training, which usually is provided at installation or available at special schools. [Pg.126]

Fach-ordnung, /. classification, -schule, /. technical school, special school, -schrift(en)-tum, n. technical literature, -sprache, /. technical language, professional terminology, fach-sprachlich, adv. in technical language. [Pg.143]

The following boy greatly resented the life he had lived as a result of his mother s drug problem, particularly the constant moving he had endured and the lack of schooling which had resulted in him missing three years of school and meant that he now had to attend a special school ... [Pg.86]

Complete Guide to Two-Year Colleges and Four-Year Specialized Schools and Programs, James Cass and Max Birnbaum Harper and Row 1969... [Pg.115]

Patient 20 has been shown to be mosaic for a PEX6 defect (Moser, 1999). Cultured skin fibroblasts and liver biopsy samples have demonstrated a mixture of normal and abnormal cells (Pineda, et al., 1999). The patient is now 16 yr old. Developmental milestones were delayed at 2 yr. Liver biopsy showed micronodular cirrhosis. Neurologic exam at 3.5 yr showed nystagmus, head tremor, and generalized spasticity, and he was unable to walk. At 4 yr of age, he was started on a diet containing medium-chain triglycerides, pure olive oil (20% of daily fat intake), and vitamin A supplementation. This coincided with clinical improvement as evidence by the disappearance of abnormal eye movements and head tremor and reduction of spasticity. This improvement was attributed to a reduction in phytanic acid levels. Visual evoked responses improved between 4 and 6 yr of age. DHA therapy was added to the regimen at age 6.7 yr. Further improvement of the visual evoked responses occurred. At 12 yr, motor and mental improvements have been maintained. He is able to stand with support. His IQ is 60 and he attends a special school. [Pg.265]

Minder et al. (1994) have investigated relation between lead s exposure ane attention in children. There was 43 children (male), at age 8-12, that have learned in a special school for pupils with educational and/or learning problems. Results have shown that children with relatively high lead in the hair, have reacted slower during simple tasks reaction-time, compared to children with relatively low concentration of hair s lead. As well, the first group of the examinees have been less flexible for changing of the attention focus. [Pg.130]

Consultant or special schooling fees, such as sending fire brigade members to firefighting schools... [Pg.151]

In a school context the employer is the LEA in county, controlled and special agreement schools, and in pupil referral units the governing body is the employee in CTC, voluntary aided, non-maintained special, grant-maintained and grant-maintained special schools the owner or the trustee is the employer in some independent schools. [Pg.29]

For black and ethnic minority parents, restricted information on schooling options are commonplace and the impression is often given that special schooling is the only option. Research undertaken for the voluntary organisation Parents for Inclusion (Broomfield, 2004) reported that some disabled black children were placed in a mainstream setting without any support and their parents were then placed under intense pressure to remove them and to pursue a segregated placement. [Pg.12]

I had this thing about him being at a special school, and that s why I finally cracked up, I suppose, I didn t want him in that setting. .. but I couldn t articulate it at the time. I didn t know what it was. .. I can see how I wound up to melting down. .. I just hit the wall. I used to smoke and drink which covered... [Pg.17]

HOUSE OF COMMONS UP FRONT ABOUT SPECIAL SCHOOLS... [Pg.36]

We have received a large number of memoranda from parents who have had terrible experiences of their children suffering in an unsuitable mainstream setting and having to fight to achieve a place for their child in a special school. [Pg.37]

Equally we have also received a large number of memoranda from parents whose children have been placed in a special school and they have had to fight to allow them to be included in a mainstream school (p. 44). [Pg.37]

This directly contradicts the stated aim in the 2004 SEN Strategy that the proportion of children edncated in special schools shonld fall over time The Minister s words demonstrate a sign cant change in policy direction (p. 26 original emphasis). [Pg.37]

The Conmiittee succeeded in teasing out the fact that, although there was considerable confusion on the part of the Government, there was a discernible shift towards a third way (p. 26) which recognised the place of special schools in a flexible continuum of provision , but found the lack of clarity about its position unacceptable ... [Pg.37]

A contradiction concerning parental choice was highlighted and the Committee remarked on the limited rights which parents have in relation to their child s provision. They have the right to seek a special school place if they so wish, but the local authority does not have to provide this. Furthermore, parents have a right to choose a school for their child, but only one which is outside the state sector. Thus, they can remove a child from the pnbUc edncation, but they cannot choose within it. This created a troubling situation over which parents had no control ... [Pg.38]

It should be acknowledged by the government that both mainstream and special schools play a very important role in meeting the needs of children with SEN whilst this provision may be very different, they are of equal value and worthy of equal acceptance (p. 121). [Pg.39]

The Scottish Parliament Inquiry into special needs, unusually, heard from, and learned a great deal from, children and young people who had experienced exclusion, in both special and mainstream schools. One individual described herself as having escaped from special school with her dignity just about intact another young person used the same phrase, but was referring to his escape from the mainstream. For this student, mainstream schooling amounted to a refusal of his deaf identity and an attempt to assimilate him, which had led to his exclusion ... [Pg.40]

This youngster had moved to a special school for the Deaf and had been astonished at the contrast... [Pg.40]

We feel that children in special schools miss out on a decent academic and social education and those in mainstream schools, who hardly ever see disabled people, miss out on the opportunity to learn about and appreciate differences, rather than only seeing disabled people through the patronising view of the media. [Pg.154]

Barton, L. (2004a). Historic influences Disabihty and special schooling. In L. Ware (Ed.), Ideology and the politics of (in)exclusioru New York Peter Lang... [Pg.167]

Department of Education and Science. (1978). Report of the Committee of Enquiry into the Education of Handicapped Children and Young People (The Wamock Report). London HMSO Department for Education and Science. (1997). Excellence for all children. Retrieved January 10,2000, from http //www.teachemet.gov.uk/wholeschool/sen/publications/excellencegp/download/ Department for Education and Science. (2003). Report of the special schools committee working group. London DfES... [Pg.170]

Gloucestershire Special Schools Protection League. (2005). The tide is turning on inclusion. Retrieved March 3, 2005, from http //www.gsspl.org.uk/... [Pg.173]

It spreads like a disease. If we want to stop it, we have to be able to get rid of those children from the school, and quickly... We must immediately get rid of the bad children so that they cannot infect the good. You must weed this type out... put them i n a special school so that the others won t be infected. .. it s a contagious germ. ... [Pg.63]

Technicians serving on active duty in military forces frequently receive on-theqob training or attend special schools established by the armed forces, although individuals wishing to pursue careers in military specialties such as avionics, ordnance disposal, medical technology, electronics equipment repair, or similar technical fields will find it helpfiil to have a sound foundation in mathematics and some understanding of the specific science or technology in which they plan to specialize. [Pg.1233]

Later, Ignacio Ramirez founded the "Special School of Mining". At the same time, he proposed that all professors should write a yearly memoires of every subject taught, arising the events and advances of the year. These documents had surveys of the most important Mexican and European publications dealing with the subjects. This is a clear evidence of the need to keep records of all teachings and of the knowledge acquired by each and every professor. [Pg.536]

HeartSine Technologies, Inc. (www.heart-sine.com), a world leader in personal and public access defibrillators, announced the donation of the Samaritan PAD 300P Public Access Defibrillator to Camphill Special School, a community and a school serving children and young people with intellectual and developmental disabilities. HeartSine s lifesaving Automated External Defibrillator (AED) is now available for Camphill staff, enabling them to administer treatment in the case of sudden cardiac arrest (SCA). [Pg.110]

Specify contractor requirements for training of O M staff, both on-site and at special schools, as necessary. [Pg.37]

Those young people with significant, complex needs have places at Special Schools through the statementing process. Pupils with any other difficulties such as attendance, disaffection... [Pg.1]

In 2003, the DfES reviewed the role of Special Schools. The DfES Ministerial Working Party on the Future of Special Schools recommended that Special Schools should ... [Pg.5]

As not all pupils needs will be met in mainstream schools, close links should be made with local authority officers, Special Schools, statutory and voluntary groups and services both locally and regionally. [Pg.12]


See other pages where Special schools is mentioned: [Pg.348]    [Pg.149]    [Pg.367]    [Pg.20]    [Pg.25]    [Pg.25]    [Pg.6]    [Pg.11]    [Pg.12]    [Pg.23]    [Pg.37]    [Pg.39]    [Pg.39]    [Pg.67]    [Pg.106]    [Pg.174]    [Pg.387]    [Pg.5]    [Pg.6]   
See also in sourсe #XX -- [ Pg.5 , Pg.38 ]




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