This article explores the thinking of five junior high school teachers as they teach students with learning difficulties in inclusive classrooms. Insights into the ways these teachers think about students in these inclusive secondary school contexts were obtained through triangulating data from semistructured interviews, stimulated recall of in-flight thinking, and researcher field notes. Exploration of teachers' in-flight thinking (i.e., the thinking of teachers as they engaged in classroom teaching) revealed a knowledge of individual students that was not related to categorical notions of learning difficulties. This research has implications for the practice of teaching in inclusive settings as well as for teacher preparation. Specifically, it suggests that attention to student differences should be replaced by the development of teachers' knowledge about individual students as a rich source of practical knowledge and the basis for developing effective instructional techniques.
In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provision of educational services to students with disability in Australia. We contend that the shift in educational policy and provision, from supporting to including students with disability, has engendered a need for targeted professional development for both general and special education teachers. A model illustrating the unique skills of special educators and the common skills, knowledge and attitudes required by all teachers to implement effective inclusive education is presented and priorities for future research discussed.
Violence against women by their partners is now recognized as a major international public health problem, in both developed and developing countries. For example, it is estimated that each year in the United States, 4 million women experience a serious assault by their partner and that the victim-related economic cost of partner violence is about $67 billion. Traditional domestic violence campaigns focus on legal threats and sanctions in an attempt to stop men from being violent. While incarcerating violent men and issuing protection orders are necessary components of domestic violence prevention interventions, they do not - and cannot - remove women's fear of the man reappearing at some future time or place, often with tragic consequences. Furthermore, many women do not want to leave the relationship, nor do they want the man incarcerated; they simply want the violence to stop. The Western Australian “Freedom From Fear” campaign is an innovative social marketing initiative that acknowledges these factors and aims to reduce the fears of women (and children) by motivating perpetrators and potential perpetrators to voluntarily attend counseling programs.
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