http://hdl.handle.net/2428/6283 Thu, 23 May 2013 13:22:25 GMT 2013-05-23T13:22:25Z http://hdl.handle.net/2428/8354 Title: Information Technology in Special Education (book chapter) Authors: Gardner, John Abstract: This chapter sets out to examine the role that information technology can play in the education of students with special needs. The scope of such needs and the main issues in the field are set out briefly. The theories underpinning learning with information technology are outlined and the aims of integrating computing in special education are discussed. Research evidence supporting the perceived benefits of information technology in special education is assessed and the common applications are considered in the context of their special needs usage. Mon, 01 Jan 1996 00:00:00 GMT http://hdl.handle.net/2428/8354 1996-01-01T00:00:00Z http://hdl.handle.net/2428/7928 Title: Education 2020: A Millennium Vision Authors: Gardner, John; Leitch, Ruth Abstract: This collection of essays allows a selection of people to set aside the shackles of what is ‘now’ and to counsel, persuade and even harangue us about the challenges for education in the next twenty years. The various contributions in the pages that follow highlight some of the existing conflicts, for example: formal early years education (‘in the basics’) versus play-based early years provision; the pros and cons of religious education in schools; funds for the special educational needs of some versus the resourcing of education for all; segregated schooling versus integrated schooling; a common curriculum or a school-based adaptive curriculum; a fixed examination timetable versus continuous (computer-facilitated) monitoring etc. Mon, 01 Jan 2001 00:00:00 GMT http://hdl.handle.net/2428/7928 2001-01-01T00:00:00Z http://hdl.handle.net/2428/6293 Title: Reading Recovery in Northern Ireland: the First Two Years Authors: Gardner, John; Sutherland, Anne; Meenan-Strain, Colette Abstract: The study covered the experiences of the schools, teachers and pupils involved in the first two years of the introduction of Reading Recovery to Northern Ireland. The objectives of the evaluation were broadly to report how the initiative was working in terms of the processes involved and the outcomes achieved. Qualitative methods of interview and observation complemented quantitative measures of reading ability throughout the evaluation period. The study of the implementation process concentrated on the Reading Recovery teachers, principals and pupils in the 23 schools which joined the initiative at its outset in September 1994. In the second year the evaluation extended to the newly involved schools (bringing the total to 51) and also took in the link teachers in the original schools. Throughout both years opportunities were taken to collect the views of pupils’ class teachers and parents. Thu, 01 Jan 1998 00:00:00 GMT http://hdl.handle.net/2428/6293 1998-01-01T00:00:00Z