A Modular Approach to Training

Hornby, Garry

doi:10.1111/j.1467-8578.1990.tb00387.x

British J Special Edu

1990

DOI: 10.1111/j.1467-8578.1990.tb00387.x

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A Modular Approach to Training

Garry Hornby¹

Abstract: Garry Hornby, lecturer in special education at Hull University, describes a modular framework for in‐service training (INSET). Although the framework was developed under the LEATGS scheme which will be replace by GEST in April (see p. 136) the modular approach will remain relevant under future arrangements.

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1994

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Cited by 2 publications

References 12 publications

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Managing Training for Special Educational Needs

Johnson¹,

Wright

Hornby

1994

International Journal of Educational Management

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Schools face a formidable task as they come to terms with the effective management of the special educational needs response in the light of changes in culture, legislation and public expectations. Explores new ground in the development of flexible training modules which are designed to be practical and relevant for schools. These modules are designed collaboratively between serving teachers, LEA staff and local providers of accredited training. The process which has evolved ensures flexibility and maximizes the most efficient use of GEST and LEA funding.

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Managing Training for Special Educational Needs

Johnson¹,

Wright

Hornby

1994

International Journal of Educational Management

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An ‘Ordinary’ Life for People with Learning Disability and Severe Sensory Impairment?

Smith

1994

Brit J Learn Disabil

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While life in small, ordinary type homes in the community is seen as desirable for the majority of people with learning disability, it may not serve the special needs of people with more complex impairment, such as those with additional severe sensory impairment. The case is made for retention and development of specialised residential provision for this group of people and for specialised service centres. This is on the condition that, firstly, such services see their function as the provision of intensive specialist help which equips people to make use of community services, as well as that of providing more permanent care for those whose severity of need requires it. Secondly, that they act as resource centres of ideas and practice which provide training for staff who work in a wide variety of situations with people with sensory impairment. Parallels are drawn between meeting children's special educational needs and the special needs of adults with learning disability. A flexible continuum of provision is seen as desirable to meet the diversity of need.

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A Modular Approach to Training

Cited by 2 publications

References 12 publications

Managing Training for Special Educational Needs

Managing Training for Special Educational Needs

An ‘Ordinary’ Life for People with Learning Disability and Severe Sensory Impairment?

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