关于我国残疾人高等教育师资培训的构想

本文客观的分析了当前我国高等教育迅速发展 ,而高等教育师资却远远不能满足需要的现象。针对需要与满足之间的矛盾 ,根据高等特殊教育教师资格与基本要求 ,尝试提出高等教育教师的培养目标、内容、途径、与注意事项 ,为规划我国高等特殊教育师资培训提供参考。     

Labour market information and social justice: a critical examination

International Journal for Educational and Vocational Guidance - Labour Market Information forms a central place in career practice and how individuals enact their careers. This paper makes use of...     

Access constraints experienced by physically disabled students at a South African higher education institution

Abstract

Current developments in government law and policies have created the hope that people living with a disability will enjoy the same rights and privileges as the non-disabled. Unfortunately, only 2.8% of disabled persons have access to higher education. The aim of this study was to determine if a group of students, living with a physical disability, experienced constraints with regard to access to a South African higher education institution. This study, following a two-phase sequential mixed method approach, consisted of a questionnaire survey, a focus group discussion, and individual interviews. It was found that students living with a physical disability experienced constraints relating to the accessibility of the relevant higher education institution. Since access constraints affect the lives of students living with a disability, it is necessary to provide guidelines to universities on how to address these challenges.     

Development as education for social justice

Asia Pacific Education Review - The correlation between education and development, with time, went through many changes along with the changes of perspectives. Since both of these concepts...     

The ‘childcare champion’? New Labour,social justice and the childcare market

Childcare as a policy issue has received unprecedented attention under New Labour, through various aspects of the National Childcare Strategy introduced in 1998. This policy focus looks set to continue, with the government announcing the first ever 10‐year plan for childcare in December 2004, and childcare playing a major role in the 2005 manifesto and general election. Early years care and education is a productive area for New Labour as initiatives here can address several agendas: increasing social inclusion, revitalising the labour market, and raising standards in education. The provision of childcare is seen as having the potential to bring women back into the workforce, modelling child‐rearing skills to parents understood as being in need of such support, and giving children the skills and experience they need to succeed in compulsory education. This article offers an overview of recent policy on childcare, drawing in places on a two‐year study of the choice and provision of childcare in London. The article examines the developments in childcare planned and set in motion by the government, identifying some points to be welcomed as well as areas of concern. The authors demonstrate that even for privileged middle‐class consumers, such as those in their research, the current childcare market is a very ‘peculiar’ one, especially when compared to the markets of economic theory. In conclusion, the authors argue that social justice in childcare is more than a matter of access, and highlight the lack of parental voice shaping the future direction and development of the childcare market.     

Equity,justice and standards: assessment decision making in higher education

Recent concerns about ‘fairness’ in university entrance have highlighted the need to review existing practices in admissions processes. The agendas for equity and social inclusion, however, must also apply to the processes and outcomes of higher education, where considerations of ‘standards’ are additionally crucial. As principles underpinning the assessment process, ‘equity’ and ‘justice’ and ‘academic standards’ are part of taken‐for‐granted cultures and practices which impact on decisions about progression, eligibility for awards and degree classification for individual students. Changing discourses of academic standards have given rise to contrasting decision‐making processes rooted in the role and operation of assessment boards. Contrasting models of assessment board cultures are developed to highlight how practices are beset by conceptual confusions about what is being assessed and the basis for judgements about success and failure in higher education. There is a strong case, not only for critical review of assessment processes, but also for monitoring outcomes for different social groups.     

Equity and social justice in teaching and teacher education

This essay presents a review on the theme of equity and social justice in teaching and teacher education based on articles published in TATE since its inception. It is a part of an initiative started by the current editors of TATE to “encourage us all to look backward to deepen our understandings of how earlier research has shaped our current research and the ways we can see the reverberations across the temporal span” (Clandinin & Hamilton, 2011, P. 2).     

Special needs students in higher education

The topic in this paper is how former special needs students with academic competence from upper secondary school succeed in education on a higher level. The study concentrates on students who at their start in upper secondary education were registered with problems of concentration, difficulties in reading, writing or mathematics. The main part of this paper will base on qualitative interviews with nine former special needs students. Seven out of the nine informants were registered with reading and writing difficulties. However, it is also possible to compare these informants with longitudinal data from a larger group of students who have been followed prospectively since spring 1996. Theoretically the study is based on life course research with special emphasis on social transitions. In transitional processes between different educational arenas gatekeepers＇often play important roles. This study will examine how such gatekeepers, e.g. teachers, may facilitate or obstruct these transitions for a vulnerable group like former special needs students.     

The attainment and experiences of disabled students in distance education

In an earlier study of disabled graduates from campus‐based institutions in the UK, students who had previously declared that they had an unseen disability were less likely to obtain good degrees (with first‐class or upper second‐class honours). The present study investigated the role of disability as a factor in the attainment and experiences of 2351 distance‐learning students awarded first degrees by the UK’s Open University in 2002–2003. In contrast to the earlier study, students who had previously declared that they were dyslexic, were deaf or hard of hearing, or had multiple disabilities were also less likely to obtain good degrees. In a self‐report questionnaire, graduates with multiple disabilities provided lower ratings of the quality of their courses and their personal development. Nevertheless, the attainment and overall experience of graduates who reported disabilities that they had not previously declared to the University were similar to those of graduates with no disability.     

Parental concerns and priorities in the education of disabled students

During a conference organized as part of I.Y.D.P., parents of the disabled from throughout Queensland attempted to identify the primary needs they experienced in coping with a disabled child in the family. Recommendations were made concerning the provision of services which would help to alleviate these needs. Issues and recommendations concerning education, including educational rights, legislative and financial considerations, teacher education, and the adequacy of educational services, are discussed in this paper. The dearth of a range of appropriate post‐school options was of crucial import; provision of continuing education services for disabled school leavers, including minimally handicapped students integrated into regular classes, is seen as an urgent requirement. Co‐operative planning and service provision should be given priority status by special education authorities, tertiary institutions and employment departments and agencies.     

Social purposes in search of higher education,or higher education in search of social purposes?

The paper begins by discussing the difficulties of formulating coherent social purposes, with particular attention to the relationship between social purposes and the “inner citadel” of higher education's intrinsic values. A detailed examination is then made of social purposes which have come to the fore in the transition from elite to mass higher education: equality and expansion, in which the importance of higher education as a political phenomenon is emphasised; “hard” vocationalism, the matching of educational content to the skills needed for effective job performance; continuing education (an issue linked to these two social purposes); “soft” vocationalism, which is concerned with abilities highly valued in job performance which are also highly valued in the well-educated person; moral development; and “higher education as society's powerhouse”. The paper concludes by suggesting that however much higher education is implicated in society, it may have to continue to exist in active tension with society if academic ideals are to be self-perpetuating.