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The present study surveys Greek early-years educators' attitudes to astrology and ascertains whether they are able to distinguish between astronomy as the science and astrology as the pseudo-science. One hundred and three early-years educators participated in this study. Results indicate that a large fraction (60%) of the educators subscribe more or less to the astrological principles and an equally large percentage (59%) view both astronomy and astrology as scientific, i.e. can not distinguish between science and pseudo-science. Findings warrant significant concern. Possible effects on young children's attitudes are briefly discussed, as well as possible solutions to the problem, chiefly involving lessons that will address and challenge the educators' views through an in-service education programme aimed at improving their scientific 'literacy' and their critical thinking in this field. Cette étude examine l'attitude des enseignants grecs du primaire vis-à-vis de l'astrologie et détermine s'ils sont capables de faire la différence entre l'astronomie comme science et l'astrologie comme pseudo-science. Cent trois enseignants du primaire ont participé dans cette étude. Les resultats indiquent qu'une grande partie (60%) des enseignants souscrivent plus ou moins aux principes astrologiques et qu'une aussi grande partie (59%) considère l'astrologie et l'astronomie comme des sciences c'est à dire n'arrivent pas à faire la différence entre science et pseudo-science. Les constatations justifient une inquiétude importante. Les éventuelles répercussions sur l'attitude des enfants sont brièvement discutés, de même que les solutions possibles à ce problème, comportant en particulièr des cours qui vont traiter les opinons des enseignants à l'aide des enseignements destinés à perfectionner leurs 'connaissances scientifiques' et leur pensée critique dans ce domaine. Este estudio examina a cual nivel los enseñantes griegos de niños de edad temprana tienen creyencias astrológicas y determina si pueden distinguir entre la astronomía como ciencia y la astrología como seudo-ciencia. Ciento tres enseñantes de niños de edad temprana participaron a éste estudio. Los resultados indican que un porcentaje alto (el 60%) de los enseñantes esencialmente comparte los principios de la astrología y un porcentaje igualmente alto (el 59%) considera científicas tanto la astronomía como la astrología, es decir, no puede distinguir entre la ciencia y la seudo-ciencia. Los hallazgos generan bastante preocupación. Se discuten brevemente los efectos posibles sobre las actitudes de los niños y también las posibles soluciones para el problema, principalmente basadas en clases que se dirigirán a las creyencias seudo-científicas de los enseñantes por medio de un programa interno de formación que tendráel objetivo de mejorar sus conocimientos de ciencias y su pensamiento crítico en cuanto a ésta materia. Der Beitrag untersucht, in welchem Grad die Erzieher in Griechenland astrologische Ansichten haben und erforscht, ob sie zwischen Astronomie als Wissenschaft und der Astrologie als Pseudowissenschaft unterscheiden können. Erzieher haben 103 a in dieser Untersuchung teilgenommen. Aus den Ergebnissen lässt sich erkennen, dass ein grossteil (60%) der Erzieher die Prinzipien der Astrologie billigen und dass ein genauso grosser Prozentsatz (59%) sowohl die Astronomie als auch die Astrologie als Wissenschaften betrachten, d.h. sie können nicht zwischen Wissenschaft und Pseudowissenschaft unterscheiden. Die Ergebnisse versetzen uns in Unruhe. Wir werden uns mit den möglichen Auswirkungen auf die Haltung der Kinder auseinandersetzen und möglichen Lösungen des Problems vor allem durch ein Bildungsprogramm der Erzieher mit dem Ziel ihre KenIntnisse in den Naturwissenschaften und ihr kritisches Denken in diesem Bereich zu verbessern. [ABSTRACT FROM AUTHOR]

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When children's learning is impeded by distress or intense feelings, teachers’ attitudes towards, and skills in, interactive processes are a significant factor in creating or meeting the special educational needs. A dynamic framework is presented for meeting special needs arising from emotional or behavioural difficulties, and for facilitating integration within the mainstream school by including, in acute circumstances, part‐time, temporary intervention separate from the school. The practical, developmental and psychological processes at each stage of the intervention reflect each other. The processes of separating, emotional holding and containing, strengthening, ‘creating’ and integrating are examined in relation to the child, parents and school. [ABSTRACT FROM PUBLISHER]

In classes of non‐specialized schools of the French‐speaking community in Belgium (Communauté française de Belgique) there are regular pupils with low vision. No specialized support services are officially available. For this reason, the University of Mons‐Hainaut organized a support service (Le Son et La Lettre) and a postgraduate degree in interpretation for the blind. [ABSTRACT FROM PUBLISHER]

[1] Cet article est extrait d'une communication à la Biennale de l'Education et de la Formation, Paris, Palais de l'UNESCO, 27‐30 avril 1992. Can school increase its productivity? Which is the attitude of teachers to this issue? INRP and University of Paris 5 made conducted survey on the issue, by questionnaire. Among more than 2000 answers to the questionnaire, a sample of 988 has been extracted to accurately represent the heterogeneous spectrum of French secondary school teachers. Individual qualities are considered essential spectrum among the conditions for success. The majority of teachers does not expect school to be able to counterbalance individual differences. Implications of these attitudes for teacher training are then discussed. [ABSTRACT FROM PUBLISHER]