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In this chapter we draw on research from Canada to develop a framework for understanding the variety of forms of supplementary education and their position within broader organization fields of education. The chapter asks: What is the nature and organizing logic of supplementary education in Canada? and, How does supplementary education relate to public schools in Canada?

Data come from a variety of secondary sources.

Distributed between three relatively autonomous settings – state, market, and nonprofit – supplementary education exhibits tremendous variety in its use value to parents, instructional content, and organizational form. Supplementary education is popular among Canadian parents and appears to be growing, yet it has failed to fundamentally alter the technical core of Canadian schooling, processes that stratify students, and child and family usage of their time or income. Supplementary education’s inability to penetrate these processes reflects its peripheral position within the broader organizational field of Canadian schooling.

The adoption of an organizational field approach generates new ways of thinking about determinants, forming and organizing logics of supplementary education both nationally and comparatively.

The problem of how to weight technical expertise is familiar to anyone concerned with the design and implementation of company job evaluation schemes, and nowhere is this problem more acute than in Research and Development (R & D) departments. Here, typically, there are large numbers of highly qualified technical specialists who both deserve and demand promotion on the basis of their technical contribution. Yet, because technical staff have relatively few of the kind of responsibilities which carry high weighting on most job evaluation schemes, they rarely warrant higher grading on conventional criteria. And where they are promoted, their excellence as scientists wins them promotion into research management. In a recent study conducted by the author, concerning the reasons why R&D staff in a large UK company sought posts elsewhere in the organisation, the belief that promotion was easier to get outside R&D was one of the most important factors. A dual ladder system may offer a partial solution to this problem. By a dual ladder is meant the establishment of two parallel hierarchies within R & D: a management ladder and a ladder for technical specialists. The two ladders carry different responsibilities but equivalent rewards and status. In theory, at least, a distinction is made between responsibility for resources, located on the management ladder, and responsibility for technical merit, located on the technical ladder.

THE last five years have seen enormous changes in the size and national importance of the British aircraft industry. From the position of Cinderella we have jumped overnight to that of mother's darling of the longer suffering taxpayer; new schemes of factory expansion, for which the only recognized unit of currency appears to be £1,000,000, have been announced with almost startling frequency, but, nevertheless, it will be no infringement of the Official Secrets Acts to say that the increase in output has been very disappointing to the customer.

The chapter Technological Advances in Special Education provides information on advances of technology and how such technological advances have influenced students with disabilities and special education across the globe. The chapter presents technological advances that benefited students with disabilities in developed countries as well as potential technologies to support students with disabilities in developing countries. The scant exiting literature on developing countries suggests some universal themes regarding technology for students with disabilities including access and training. Additional attention and research is needed on assistive technology to support students with disabilities in both developed and developing countries, with recognition that what works is developed counties may not work in developing.

Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive settings. We examine current trends in placement, factors that contribute to those placement practices, and what IDEA says about the education of students with extensive and pervasive support needs. We examine what the research suggests happens in substantially segregated settings and then, in contrast, examine impacts and outcomes for students with extensive and pervasive support needs who are educated in inclusive settings. We also examine trends resulting from changing paradigms of disability that provide new opportunities for re-invigorating efforts to educate students with extensive and pervasive support needs in inclusive classrooms.

This chapter begins with the historical background to current educational provisions for students with disabilities and the significant role that parents have played. The focus then turns to the concept of transition to adulthood for these young people. The chapter addresses such topics as:

• What are the experiences of students together with their parents, about leaving school and moving to the next stage in their lives?

• What are the components of this transition?

• How do the educators and providers manage their roles in this activity?

• How are the parents involved?

What are the experiences of students together with their parents, about leaving school and moving to the next stage in their lives?

What are the components of this transition?

How do the educators and providers manage their roles in this activity?

How are the parents involved?

Enablers and barriers in this process are discussed through Papay and Bambara’s (2014) five practices, together with practical suggestions of how parents and professionals can work together to support young adults with special needs.

It is generally considered that the old myths were a way of explaining the origins of the world and of humanity. They also played a vital role in uniting a society. Indeed the idea of the epic story is one which permeates history to such an extent that it can be considered to be omnipresent.

It is argued that this cohesive role remains crucial today and so myths remain relevant to us today. The design of the chapter is to show this relevance in business behaviour. This is explored through a consideration of corporate reporting.

It is demonstrated that these myths continue to be reinvented in modern form. For individuals these myths provide a source of strength and a sense of roots and values; they offer a mirror to reveal the source of our anxieties and the means by which they might be resolved.

In this chapter therefore the modern myths of the hero are explored in the context of managerial behaviour in organisations. In order to explore this there is a need first to consider the psychoanalysis of managerial behaviour before considering the mythic dimension of such reporting.

This paper demonstrates that organisational stories have a vitally important role in organisational cohesion and development.

The psychoanalytic approach provides an understanding which is not available through other methodologies.