Language learning helps language learning. The more rich and varied the language experience we give deaf children, the more they can organise experiences into further language learning. Learning a language gets harder the older you get and young deaf children should communicate in the language that is most useful and ...

In February 1985 Glenys and Ray Stephens found themselves both teaching new entrants at schools a kilometre apart, Ray at Sumner Primary, Glen at Van Asch College, a school for the hearing-impaired. Integrating the classes twice a week seemed possible, and getting the deaf amongst their peers most important, socially ...

What is a car? Shut your eyes and imagine it. You probably have a mental image of a brightly coloured metal and glass box on wheels. Did you 'see' the side view, the front, or maybe you were looking down on top of it? Maybe you experienced a succession
of ...

The task of teaching a severely handicapped child mainstreamed into an ordinary secondary school is far from easy. Very little help can be found in the research literature. The bulk of this is geared to primary age children's needs, and those authors who do write of mainstreaming in secondary schools ...

Lab work is the unique feature of a science education. Most of the physical and biological sciences are essentially empirical - research is conducted, knowledge is produced and progress is made in the professional laboratories of scientists. It has seemed logical that student science should reflect professional science and thus ...

American children's freewheeling play once took place in rural fields and city streets, using equipment largely of their own making. Today, play is increasingly confined to backyards, basements, playrooms and bedrooms, and derives much of its content from video games, television dramas and Saturday morning cartoons. Modern children spend an ...

The average 18-year-old in the USA has already watched about eighteen thousand hours of television. This exposure (more than the total time spent in school) must be of enormous influence on morals, on emotions, on the imagination, on breadth and depth of knowledge, on aesthetic judgement, and on language. Tracing ...

Philip, a fourth former in a Wellington high school, was not very keen on writing. He thought little of his own writing ability, tended to write very slowly and was of the view that his difficulties with spelling prevented him from writing down good ideas. For Philip, writing was indeed ...

During 1979-80 we were invited to work in three middle schools (with 8- to 13-year-olds) to clarify what counts as progress in writing. We decided to select, with the teachers, three or four children from each year group. Each child was chosen as a typical representative of a fairly large ...

The great man was awesome but inspiring. His work sprang from a European tradition somewhat foreign to ours but nonetheIess stimulating. A revealing review of his work. (From set: Research Information for Teachers, 1983, No. 1)