Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to

Learning that is imparted through an educational institution or training company within the workplace setting in known as Work-based learning (WBL). WBL is administered by an external teacher in professional capacity and supervised by an employee of the company where WBL is imparted. An exhaustive literature review indicates that it was only after Moser report's shocking revelations, regarding lack of literacy, language, and numeracy skills in one out every five

Businesses are now pushing more so than ever before for schools and educators to adopt a community or learning community based approach to student education, in the hopes students will graduate with more applicable skill sets they can apply to the immediate global workplace. Where did they originate? Learning communities originated from "theory-drive evaluation" research focusing on school reform initiated by education policy specialists (Felner, et al., 1997:520). The idea was

') (Tingstrom et al., 226) in correspondence with the example provided by the researchers responsible for this evaluation, it may be deduced that such method of positive reinforcement implementation is best suited to a younger educational context such as grammar school. It may only be considered appropriate to attach the positive consequences of individual efforts with the capabilities of an entire class in settings where future prospects such as class

24). The findings of this study challenge accepted notions concerning the efficacy of the teacher-initiated initiation -- response -- feedback (IRF) sequences that are delivered in whole group teacher-fronted environments. Based on his findings, Baynham argues that "teacher and students are robustly claiming interactive space in classroom talk, bringing the outside into discussion. This data, drawn from narrative and classroom data in case studies of Adult ESOL classrooms, points to

The idea behind constructivism is that the learner is building an internal representation of knowledge, a personal interpretation of experience. This representation is constantly open to change, its structure and linkages forming the foundation to which other knowledge structures are appended. Learning is an active process in which meaning is developed on the basis of experience. Conceptual growth comes from the sharing of multiple perspectives and simultaneous changing of our