.block { position:relative; // This is important background-color:#FFFFFF; padding:24px; line-height:24px; bottom: -50%; // This is important transform: translateY(-50px); // This is important width: 60%; border-radius: 5px; margin: 0 auto; // Only if you need to be centered }

Search Results

  • Inclusive Lives Day 23/11/95 - Key points from Joan Hailstone & Jayne Barrett's Presentations

    Joan Hailstone & Jayne Barrett are parents of daughters who are young adults.They both spoke at a forum on 'Inclusive Lives' held by Family Advocacy in 1995. Joan and Jayne explain why they decided to seek individualised ways of supporting their daughters and what it means to their daughters, family...

    Read More
  • A Transition to a New Way of Thinking (reprinted in Interaction, Vol.1 No.1, 1997, p.26-29)

    In this extract from his book 'Unlocking the Imagination', Duffy points out the constraints of what he calls 'the Professional Gift model' of delivering human services. This (all too familiar) model is based on what professionals decide is needed, thus taking away individual choice and autonomy, with obvious ramifications for...

    Read More
  • Philosophy in Practice

    Prof. Sapon Shevin emphasises that good teaching practice for special education is good teaching for all students. She stresses the importance of establishing a sense of community in the classroom and of utilising peers rather than over-dependence on aides.

    Read More
  • From Special Ed Preschools: Help or Hindrance?

    For many parents, special ed preschools are like manna from heaven, an answer to a prayer, and the greatest thing since slice bread! But when we look beyond the apparent benevolence of "helping" young children with disabilities, we'll know that the special ed preschool experience may be a hindrance to...

    Read More
  • Helping or Hovering? Effects of Instructional Assistant proximity on Students with Disabilities

    This research study on teacher's aides working with students with multiple disabilities in general classrooms shows that teacher's aides can actually be a barrier to the inclusion of students with disabilities. Drawing on their findings, the authors identify key issues and the implications for future policy development, school-based practices, training...

    Read More
  • Issues for People with Double Disabilities

    This module from the Disability Awareness Package (File No. 1507) addresses the issue of double disability for people from non-English speaking, Aboriginal & Torres Strait Islander backgrounds, as well as from isolated rural communities. It also considers double disability in relation to women with disabilities.

    Read More
  • Rights for All

    Rights for All' is a video for people who have an intellectual disability. In the video we meet people who have been helped to recognise their rights and do something about standing up for: their rights at home and at work; their right to be the 'boss' of their bodies,...

    Read More
  • Full Inclusion as Disclosing Tablet: Revealing the Flaws in our Present System

    Negative responses to planning and implementing full inclusion of children with disabilities reveal much about the quality and responsiveness of schools to all their students. Sapon-Shevin asserts that full inclusion of children with disabilities into regular classrooms can disclose areas that require further attention, e.g. curriculum, teaching methods, and resource allocation.

    Read More
  • 1988 Working Guidelines on Integration/A Departmental Directive & Guidelines for Special Needs Education

    These policy guidelines were developed in response to the belief, now enshrined in New Brunswick legislation, that all children should have the same access to education programs and services. This has seen a move from segregated self-contained classes and schools to the inclusion of children with special needs in mainstream classes.

    Read More
  • Best Practices for Inclusion

    In 1996 the Province of New Brunswick introduced legislation based on equity in education for all students, stressing individual needs-based programming for all students with special needs. This article, reprinted in Entourage (Fall/Winter 1988), outlines the beliefs and principles on which best practices for inclusion are based.

    Read More

© 2015 - 2019 Family Advocacy. Site by Internetrix.