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"learning"

Although there is an extensive literature available on individualised instruction and self-paced learning, much of it concerns particular methods and systems. This review looks at the development of individualised instruction, identifies issues and problems common to all variants and assesses the evidence on outcomes in terms of student achievement, student access, costs, and the role of the teacher. It is concluded that: individualised instruction is unlikely to reduce costs; may improve access but not automatically for all target groups; requires a commitment on the part of the teachers to be effective; provides a range of strategies which extend the options to educators intent on improving teaching and learning. © 1983, Taylor & Francis Group, LLC. All rights reserved.

Between 1961 and 1966 hydrocephalus operations were performed on 237 children; 66 had a myelocele, 105 a hydrocephalus communicans and 66 a hydrocephalus occlusus. Of these 237 cases 78 (33%) died. Of the surviving 159 follow-up data are available on 140 (88%). Since 1969 nearly all have been psychologically examined at regular 2-year intervals. The mean IQ were: Myeloceles: 94±20.42; hydrocephalus communicans: 87±26.01; hydrocephalus occlusus: 79±28.07; total group: 88±24.10. The results of the long-term study showed a stable development in 61%, an improvement in 29% and a deterioration in 10% of the cases. The development of mental ability is described in relation to neurological deficits and cerebral seizures. The number of shunt-revision operations had no influence. In addition to the familial background, the school career and kind of final schoolexamination is stated. Of the school leavers (44%), 52% took a final school examination (44% primary school examination, 6% secondary school lower certificate and 2% school-leaving examination). Finally, the data for their choice of profession is given. Considering the course of their development to date, it may be anticipated, that approximately 60% of those 140 young people will be able to practise a normal professional life. © 1981 Springer-Verlag.

Int. J. Rehab. Research, 1980, 3 (2), 239-241. Statement of problem and aim: The State of Rheinland-Pfalz has introduced special forms of basic vocational training1 for adolescents having no vocational training or employment relationship and whose performance in the present vocational course is not expected to allow them to participate in the course of the basic vocational school year. learning disordered adolescents, i.e. pupils with individual, only partially well defined, light or short-term learning disturbances take part in the special basic vocational school year SO 1 (BGJ/SOl). This one-year, full-time educational course is supposed to remedy, as far as possible, existent learning disorders, qualify the pupil for certain activities or functions within the ambit of his vocational aspirations, and enable him to enter into a vocational training relationship. In addition, learning disordered adolescents with good marks can achieve an educational standard equivalent to the high-school diploma which they lack - something which is of extreme importance for their future development. The learning disabled are, as a rule, former special school pupils with retarded intelligence who are educated in the special basic vocational school year SO 2 (BGJ/S02) with the aim of providing them with a general vocational orientation to enable them to perform occupational functions or activities, i.e. they should be put in a position of being accepted for particular occupations requiring a qualification (parag. 48 U Vocational Training Act) or prepared for employment. © Williams and Wilkins 1980. All Rights Reserved.

Because competency-based orientation programs meet Individual learning needs, they create a practical and cost-effective transition to the practice setting. The model for Initiating competency-based orientation presented here will guide staff development educators who wish to Implement such a program at their hospitals. © Lippincott-Raven Publishers.

This article describes a process model for design and development of curricula. The model is based on learning theories of competency-based education. It is suggested that curricula so designed will, in conjunction with accreditation and credentialing, provide an additional mechanism for ensuring quality in professional practice.

When creativity is considered as an approach to problem-solving, rather than as an innate talent, then education can play an important role in its development. This paper postulates that competency-based education, because of its emphasis on stated objectives, feedback, self-evaluation, and alternative learning experiences, is an approach to curriculum design that should lead students to become more creative thinkers. A description of competency-based-education is given, and research on educational methods and creativity is surveyed. The implications of this type of program for occupational therapy education are considered.

In December 1974 questionnaires concerning postgraduate education were sent to all New Zealand medical practitioners. This paper refers to the replies from house surgeons/registrars and from specialists. 57% of the house surgeons/registrars replied to their questionnaire. On the average the house officers will expect full time continuing medical education (CME) for about three weeks every one to three years and local CME for about three hours each week. Seventy percent of GP candidates and 30 percent of specialist candidates expected the full time CME to be in New Zealand. Fifty six percent of the specialists gave information. New Zealand CME was not rated highly, but visiting overseas specialists were regarded as essential by most respondents, as was travel overseas for vocational training and CME. learning methods most preferred were reading, lectures followed by small group discussions and plenary sessions, and small groups using member expertise. Television, tapes and films were poorly regarded.

Based on the descriptive findings of this study, the following recommendations are presented for consideration for the teacher training of special education teachers: internship at schools of higher learning; teacher education to master's level; classroom research; in service meetings.

[No abstract available]

Proposed changes in physical therapy clinical education have been generated from data collected from the three key populations: academic faculty members responsible for clinical education; clinical faculty members, and students about to enter their full time phase of clinical education. Proposed changes include a change in terminology from clinical education to internship. The internship is proposed for a mean period of 6 mth. It is to be directed and provided by a primary institution with possible satellite institutions. learning experiences would be provided in the major physical therapist roles including direct patient care, consultation, teaching research, and administration. The curricula would be flexible and allow for individualisation for each participating institution and intern. A stipend or minimum wage for the intern is recommended with consideration of tuition being paid to the internship institution. This proposed internship is to replace the present full time clinical education.