One of the traditional areas of concern in educational foundations has been philosophy of education, and within philosophy of education, a central focus has been epistemology. Defined as the branch of philosophy dealing with the study of knowledge, in the past half-century approaches to the study of epistemology have evolved in significant ways.…

This article is derived from a study of pupils with social, emotional and behavioural difficulties' (SEBD) perceptions of their schooling experiences both in mainstream and residential schools. It is based on the accounts of 29 boys with severe SEBD who were attending a residential special school for children in New Zealand. Through in-depth,…

The authors of this article, Garry Hornby and Chrystal Witte, conducted a follow-up study with adult graduates of a residential special school for children with emotional and behavioural difficulties in New Zealand. Twenty-one graduates were located and interviewed ten to 14 years after they had left the residential school. The interviews focused…

The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements…

The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements…

The article describes a program in which deaf students from a Canadian residential school for the deaf attended a regular high school for certain subjects. The program's success is attributed to planning, adequate staff support, and the fact that students maintained their positions of leadership in the residential school. (Author/DB)

Described is a program (developed by a residential school for visually and multiply handicapped children in Canada) of consultant/itinerant services for local schools enrolling visually handicapped children. (Author/BD)

The article describes a program in Sweden in which visually handicapped students are integrated at a residential school's center of assessment, counseling, and training. (Author/CL)

The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements…

While hearing impaired students integrating into regular public school classes in the past are said to have usually come from day classes for the hearing impaired, it is recommended that residential schools also program students into public schools on a part-time or full-time basis. (Author)

The data indicated that achievement scores for students enrolled in residential schools were higher for the fourth-, fifth-, and sixth-grade levels than those of students enrolled in regular day schools. (Author/PHR)

A Scottish study of 615 pupils in 49 alternative day and residential schools found that over a two-year period, only 21 were successfully returned to the mainstream. Reasons for this finding include resistance of mainstream schools to reintegration; lack of financial support; family attitudes; sex differences in student placement; and the presence…

Interviews with 25 graduates from the National Technical Institute for the Deaf indicated respondents felt both mainstream and residential schools offer specific advantages and disadvantages and selection may involve trading academic for social opportunity. Both school experiences are important in the socialization of deaf people and development…

The transition programs of 326 secondary educational programs for deaf and severely hearing-impaired adolescents were surveyed. Results suggested that residential schools had higher implementation rates (for desirable transition characteristics) than did mainstream and other programs. All groups valued the identified transition practices more than…