Inclusive Technology - ISEC 2000 Programme - Papers and Interactive Sessions

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ISEC Programme of Papers and Interactive Sessions

Papers

Session 11. Thursday - 09.00 - 10.30

Tree Court Common Room A
11.5	Balzer	Kirsten	Denmark	Communication: Children's ways of living
11.5	Sacklokham	Khamhoung	Lao	What organisational conditions foster the development of inclusive practices?
11.5	Barr	Dilys	England	Is there a symbol for tokenism?

Tree Court Common Room B
11.6	Chapman	Niels	England	Clearing the clutter from inclusion
11.6	Gains	Charles	England	Inclusion: decisions, routes amd destinations
11.6	Bovair	Keith	England	Specialist settings as inclusive organisations

Tree Court Common Room C
11.7	Al-Yagon	Michal	Israel	Children at risk for developing learning disorders: different perspectives
11.7	Locke	Ann	England	Development and Disadvantage: implications for the early years and beyond
11.7	Cormack	Michelle	Australia	Effective funding for children and students with disabilities - towards a new practice

Tree Court Common Room D
11.8	Krapivina	Ludmila	Russia	Speech therapy for the children with stuttering in early childhood
11.8	Purdue	Kerry	New Zealand	"You don't want too many of them coming here"… reflections on a language of exclusion and inclusion
11.8	Wood	Janet	England	Promoting multi-disciplinary working in early years language and literacy

Tree Court Common Room E
11.9	Bateson	Orla	N. Ireland	Opportunities for school leavers with multiple and complex disabilities
11.9	Beveridge	Sally	England	Promoting independent wayfinding in the community: a key skill for young people with learning difficulties
11.9	Dee	Lesley	England	Decision-making by young people with learning difficulties and/or disabilities and their families

Green Court Common Room 1
11.10	Jones	Hazel	England	UN convention on the rights of the child
11.10	deZaldo	Gare	Mexico	Inclusion and the UN Standard Rules on the Equalisation of opportunities for disabled persons
11.10	Malbran	Maria	Argentina	A pictorial version of the Standard Rules

Green Court Common Room 2
11.11	Cropp	David	England	The lost professional - the inclusive role of the occupational therapist
11.11	Howley	Marie	England	Using Social Stories to promote the inclusion of pupils with autistic spectrum disorders
11.11	Weinstein	Ronald	England	Rethinking differently: ADHD and the ability to reason

Green Court Common Room 3
11.12	Bayliss	Phil	England	Mainstream teachers' attitudes towards inclusion
11.12	Avissar	Gilada	Israel	Views of general education teachers about inclusion: an international perspective
11.12	Rose	Richard	England	Creating the conditions for inclusion

Little Court Common Room 5
11.13	Macfarlane	Angus	New Zealand	Cultural issues in the education of Maori children experiencing behavioural difficulties
11.13	Baryayebwa	Herbert	Uganda	From rights to policy; the case for Uganda
11.13	Mobaraky	Gh.H	Iran	Emotional and behavioural problems of disabled children in ordinary schools

Little Court Common Room 6
11.14
11.14	Hales	Betty	England	EBD special schools working towards inclusion
11.14	Naukkarinen	Aimo	Finland	Could the culture of 'learning school' promote inclusion?

Little Court Common Room 7
11.15	Januszewski	Bodo	Germany	Special Needs support and consultancy: European Perspectives
11.15
11.15	Ranjan	Abha	India	Education for all - changing roles

Interactive Sessions

Session 11. Thursday - 09.00 - 10.30

The Limes: Tables A - G
11.17A	Sylvester	Kanyanta	Zambia	Special Needs Education in Zambia
11.17A	Kapila	Gipson	Zambia	The bumpy road to inclusive education in Zambia
11.17A	Sreekumari	Amma	India	Reaching the unreached in the State of Kerala
11.17B	Kochhar-Bryant	Carol	USA	Accountability and improvement in the US: an analysis of systemic reforms in 36 states
11.17B	Struthers	Patricia	Africa	Broadening the role of health therapists - advocacy for children with disabilities
11.17B	Griffiths	Sue	England	The effectiveness of a professional development course for special needs co-ordinators…
11.17C	Adenigbagbe	Samuel	Nigeria	The changing role of Federal College of education(Special)Oyo
11.17C	Culverhouse	Gay	USA	Teacher preparation: strategies to promote successful inclusion
11.17C	Sykorova	Zita	Czech Rep	Innovative modules in teaching inclusive special education
11.17D	Borg	Carmel	Malta	Let me learn - what listening to different voices can do to the development of a learning community
11.17D	Forlin	Chris	Australia	Broadening horizons:sharing international perspectives on the education of children with special needs
11.17D
11.17E	Sungoh	S.M.	India	A teaching strategy for remembering information
11.17E	Wicks	Beth	England	Children with acquired brain injury in the education system
11.17E	Zinga	Dawn	Canada	Lost in the system: Perspectives on students with acquired brain injury
11.17F	McKeon	Sally	England	Choosing software for aldult learners
11.17F	Xin	Joy	USA	Integrating technology into instruction for Diverse Learners
11.17F	Koutantos	Dimitri	England	Role of peripatetic teacher
11.17G
11.17G
11.17G

Papers

Session 13. Thursday - 13.30 - 15.30

Tree Court Common room A
13.6	Bouwer	Cecilia	South Africa	The At-Risk Disk: developing within-school resources
13.6	Todd	Liz	England	An assessment too far: the voice of the child, parent and the professionals
13.6	Alm	Maria	Sweden	Textbooks and knowledge gains in mentally retarded children
13.6

Tree Court Common room B
13.7	Kokkinos	Constantinos	Cyprus	A survey of the attitudes of Greek adults towards individuals with special needs
13.7	Smart	Carol	England	Developing children's attitudes to 'special needs'
13.7	Nikolaraizi	Magda	Greece	Children's attitudes towards their peers with and without exceptional characteristics
13.7

Tree Court Common room C
13.8	Molina	Jesus	Spain	The inclusive didactic unit: design, stat and assess.
13.8	Lewis	Jeff	England	Educational resilience, school effectiveness and special educational needs
13.8	Farrar	Mel	England	Aiming for Excellence: Using the EFQM Excellence Model in a special school
13.8	Nind	Melanie	England	Special schools, intensive interaction and inclusion

Tree Court Common room D
13.9	Cottrell	Stella	England	Dyslexia in the universities
13.9	Davis	Pauline	England`	How can we include children's perspectives to inform practice on reading
13.9	Deponio	Pamela	Scotland	Multilingualism and dyslexia - cross-cultural perspectives
13.9	Sepehr	H	Iran	Inclusion and the multi-model nature of children's learning

Tree Court Common room E
13.10
13.10
13.10	Flude	Royston	England	The challenge of the disadvantaged: the inner and outer journeys of inclusion
13.10	Jones	Hazel	England	Including disabled children in everyday life: a practical approach

Green Court Common Room 1
13.11	Epanchin	Betty	USA	An observational study of successful inclusion teachers/teaching teams
13.11	Smith	Edna	USA	Autism Teacher Training: a comparison of one US and one Canadian model
13.11	Hardman	Michael	USA	Responding to policy-directed and field initiated change in teacher education
13.11	Koshmanova	Tetyana	Ukraine	Current issues in special education teacher preparation of Ukraine

Green Court Common Room 2
13.12	Cowne	Elizabeth	England	Evaluating the impact of in-service training in promoting inclusive practice
13.12	Burnard	Sonia	England	Inclusion and the training of teachers in behaviour management
13.12	Gerber	Stuart	USA	Preparing experienced educators for collaboration and consultation within inclusive schools
13.12	Kearney	Alison	New Zealand	Inclusion: the changing role of teachers

Green Court Common Room 3
13.13	Mehta	Mahendra	India	Educational needs of mentally retarded in the millennium year
13.13
13.13	Ratan	Nil	India	Special schools: a strategy to rehabilitate child labour in mainstream of primary education
13.13	Sen	Reena	India	The changing role of special education centres in facilitating inclusive education

Little Court Common room 5
13.14	Gregory	Susan	USA	From bulletin boards to behaviour plans: the changing role of classroom assistants
13.14	Jordan	Ann	Canada	Exemplary teaching in inclusive classrooms
13.14	Usanova	Olga	Russia	Principles of training of teachers and LSAs for inclusive education
13.14	De Anna	Lucia	Italy	Integration policies for disabled children: a European training model

Little Court Common room 6
13.15	Pratchett	Glynnis	England	Including children with profound and multiple learning difficulties
13.15	Rani	Roshan	Bangladesh	Mainstreaming: prospects and limitations
13.15	Kuznetsova	Julia	Russia	Commonalities between the intellectual extremes
13.15

Interactive Sessions

Session 13. Thursday - 13.30 - 15.30

The Limes: Tables A - G
13.17A	Ukah	M.O.	Nigeria	Effects of sport on behaviour problems
13.17A	Rule	Sarah	USA	Inclusion for Preschool children: intervention everyday settings
13.17A	Tafa	Eufimia	Greece	Parents of kindergarten children with and without special needs
13.17A	Tait	Kathleen	Australia	If you encourage,acknowledge and react, they will communicate
13.17B	Pettipher	Raine	South Africa	Jack of all trades for manager of all: roles of the inclusive principal
13.17B	Mani	M.N.G	India	Inclusive education - the ultimate reality in India
13.17B	Taiwo	Ogunlade	Nigeria	The African voice: travails of disabled in Nigeria
13.17B	Kim	Ekaterina	Russia	The IL ideology in social work for children with disabilities in Russia
13.17C	Woodford	Diane	England	Does inclusion for some mean exclusion for others?
13.17C	Almeida	Maria Amelia	Brazil	Including individuals with severe mental limitations in the community
13.17C	Starobina	E	Russia	Labour training of handicapped children
13.17C	Teferia	Tirussew	Ethiopia	Childhood experience of persons with disabilities of high achievement profile in retrospect
13.17D	Nnamani	Ndubuisi E.I.	Nigeria	Policy developments and the education of the youths - the case of special music education in Nigeria
13.17D	N'Zaou-Pambou	Jean	Congo DR	The use of music in work with handicapped persons
13.17D	Ogundiran	G.A.	Nigeria	Initiatives for the care and music education of the handicapped persons
13.17D	Ogundiran	G.A.	Nigeria	The Visible Music
13.17E	Chiegeonu	Ndudim	Nigeria	Towards an indigenous sign language for people with hearing impairment in Nigeria
13.17E	Dixon	Roz	England	Exploring how schools shape the beliefs and behaviours of professional groups
13.17E	Dixon	Roz	England	A lesson learnt from the deaf about exclusion and rejection: 2 ubiquitous group processes
13.17E	Ohna	Stein	Norway	An interactional perspective on the education of deaf children
13.17F	Imich	Andre	England	The developing role of assistant educational psychologists
13.17F	Kumsang	Margaret	England	Cultural change and 'ambivalence of place'
13.17F	Rainforth	Beverly	USA	Changing roles of Therapists to support inclusive education
13.17F	Hick	Peter	England	Educational psychologists supporting inclusive practice
13.17G
13.17G	Nhieu	Tran Thi	Vietnam	Relevant education for disabled children in Vietnam
13.17G	Nanjundaiah	Manjula	India	Implementation of inclusive education through rural CBR programme of Seva-in-Action, India
13.17G	Robertson	Lucy	England	Developed provision for children with SEN

Papers

Session 14. Thursday - 16.00 - 17.30

Tree Court Common Room A
14.7	Woodrum	Diane	USA	Attitudes and perceptions of parents, teachers, psychologists and administrators
14.7	Garner	Philip	England	Mainstream teachers and inclusion: a chronic case of NIMSA(not in my subject area)
14.7	Okeke	B.A.	Nigeria	Barrier factors in effective family and community groups participation in the education of disabled Nigerians

Tree Court Common Room B
14.8	Heung Woon King	Vivian	Hong Kong	Social Interaction of students with disabilities integrated in ordinary schools in Hong Kong
14.8	Jones	Eric	USA	Inclusion State-level policies to local practices
14.8	Shoaib	Ibrahim	Egypt	Special versus integrated education: listening to different voices

Tree Court Common Room C
14.9	Basinda	Mary	Tanzania	Inclusive education practice in Tanzania
14.9	Gurboga	Coskun	Turkey	Functions of the administrator
14.9	Thurlow	Martha	USA	Inclusive accountability in the USA

Tree Court Common Room D
14.10	Diniz	Fernando	Scotland	A struggle to be heard: voices of Black/ethnic parents of disabled children
14.10	Trent	Stanley	USA	Inclusion, racism and Special Education; US-European perspectives
14.10	Bevan-Brown	Jill	New Zealand	Ethnically diverse groups missing out

Green Court Common Room 1
14.11
14.11
14.11

Green Court Common Room 2
14.12	Jayachandran	K.R.	India	Inclusive education in Kerala state
14.12	Wandimagagnehu	Etenesh	Ethiopia	Challenge of inclusion in Ethiopia
14.12	Vastmans	Kathleen	Belgium	Problems of the current typology in special education in Flanders

Green Court Common Room 3
14.13	Ajobieude	Theo	Nigeria	Special education teacher preparation in Federal College of Education(Special) Oyo: future directions
14.13	Ferguson	Dianne	USA	Reforming intial and ongoing professional development for inclusive education
14.13	Nes	Keri	Norway	Inclusion and teacher education

Little Court Common Room 5
14.14	Imellou	Olga	Greece	Individualised educational intervention in an incllusive classroom
14.14	Johnston	Lorna	N.Ireland	Looking to the future: teaching for self-directed learning
14.14	Rothermel	Paula	England	Thinking the Unthinkable: the third way in education

Little Court Common Room 6
14.15
14.15	Horst	Helen	South Africa	Classroom practice in South African multicultural schools: problems and processes
14.15	Reiter	Shunit	Israel	Society and disability: an international perspective on social policy

Interactive Sessions

Session 14. Thursday - 16.00 - 17.30

The Limes: Tables A - G
14.17A	Verma	Janak	India	Class room factors that influence children's learning
14.17A	Gilman	Cheri	USA	Early childhood outcomes in USA and Sweden
14.17A	Lazo	Sylvia	Phillipines	Inclusive education in a Montessori setting
14.17B	Csyani	Yvonne	Hungary	Steps towards inclusion in Hungary
14.17B	Dandii	Odgereli	Mongolia	Present situation of special education in Mongolia
14.17B	Mapepa	Peter	Zimbabwe	The efficacy of inclusiveness, the case of Zimbabwe
14.17C
14.17C	Glava	Adina	Romania	Evolution of TEMPUS inclusion project
14.17C	Kangumba	Winnie	Uganda	From rights to policy: The Ugandan case
14.17D	Girgin	Cem	Turkey	Spech intelligibility of hearing impaired children
14.17D	Reily	Lucia	Brazil	Thinking about inclusion in Brazil from deaf students' point of view
14.17D	Tufekcioglu	Umran	Turkey	When there is a dilemma: inclusive education at the price of quality in education
14.17E	Felchero	Giorgio	Italy	Towards an educational baazar?
14.17E	Cavas	Bulent	Turkey	The use of computer technology in seventh grade science topics which contain mathematics
14.17E
14.17F	Lin	Su-Jan	Taiwan	Checklist of learning behaviours for children with reading and handwriting disabilities
14.17F	Robinson	Greg	Australia	Implications for early identification and dietary intervention of biochemical anomalies in people with dyslexia
14.17F	Shinohara	Yoshinori	Japan	A trend of the educational provision to the students with learning disabilities in Japan
14.17G
14.17G
14.17G

The Full Programme

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14/07/2000