特殊教育学校课程设置与改革的设想

本文通过对现行特殊教育课程设置的分析 ,针对现行特殊教育课程设置上存在的一些问题 ,结合基础教育中正在进行的素质教育的改革 ,就特殊教育课程设置的指导思想、内容选择及教育流程提出了一些新的构想     

Special Education Services in Charter Schools

Charter schools play an important role in promoting school choice, thus attracting parents of children with disabilities. A number of charter schools, however, are unprepared to meet the needs of children with disabilities. This article explores potential reasons for this phenomenon and presents suggestions for charter schools and parents.     

与时俱进 建设学习型特殊教育学校

党的十六大提出了"形成全民学习、终身学习的学习型社会,促进人的全面发展"的要求,学习型社会是小康社会的重要特征.建设学习型社会,教育要构建与之相适应的现代教育体系,为学习型社会构筑基本框架提供保证;还要积极建立学习型组织,并作出表率.     

Schools Council Curriculum Materials

Ronald Gulliford, senior lecturer in education, Birmingham University, and Paul Widlake, senior lecturer in education, Didsbury College of Education, Manchester, describe the use of Schools Council materials with disadvantaged children     

Traumatic Brain Injuries and Special Education Services in the Schools

The purpose of this study is to replicate a study conducted by Hux, Marquardt, Skinner, and Bond (1999) in which the researchers explored the frequency of traumatic brain injuries (TBI) in the special education population as compared to the frequency of TBI among students in general education. Hux and colleagues (1999) found that roughly one-quarter of their sample received evaluations for special education services at some point, and that almost half their sample had sustained at least one TBI. Similarly, the current study explored the frequency of TBI in both general education and special education groups in a kindergarten through twelfth grade school. Results indicated that the sample in the current study reported a lower incidence rate of TBI than the general population as well as that in the 1999 study by Hux and colleagues. Additionally, only one student in the current sample (5% of TBI group) reported a history of TBI along with receiving special education services. Discrepancies between the current study and the Hux and colleagues (1999) study are explored, and possible reasons for the discrepancies are discussed.     

对特教学校考试评价改革的实践与探索

对学生的评价是学校教育的重要组成部分。长期以来，由于受应试教育的影响，常常把考试与评价、考试分数与学生价值等同起来。存在着评价功能单纯、评价标准单一、评价内容片面、评价方法单调、评价主体单向等问题。目前，普通教育根据新课程改革的基本理念探讨适合素质教育的评价方式方法取得很大进展，而特教学校却依然维持着传统的评价模式．落后的评价方式、方法，远远赶不上当前国家教育改革与发展的步伐。     

Virtually Forgotten: Special Education Students in Cyber Schools

The area of online K-12 education is experiencing rapid growth, yet practice has greatly surpassed the research. This article looks to add to the field by examining special education students enrolled in the Commonwealth of Pennsylvania. There were over 2600 students in the state that were identified as special education students and enrolled in virtual schools in 2009 according to the Pennsylvania Department of Education. The population of special education students in cyber school mirrors the population of special education students in brick and mortar classrooms, thus it is important to understand the characteristics associated with special needs learners as current research and practices are not designed to serve this population. Understanding the characteristics of this group is fundamental for instructional design and educational practice to serve the needs of these diverse learners.     

融合教育背景下特殊教育学校职能的转变

在融合教育背景下,特殊教育学校的职能必将做出相应的转变,特殊教育学校作为资源中心的功能将日益强烈.特殊教育学校必须重新定位,成为融合教育的支持者;特殊教育学校的功能从单一教育功能转变为多重服务功能,即为特殊儿童提供评估服务,承担起“资源教室”功能,成为融合教育学校教师及家长的“培训中心”,发挥“巡回指导”的作用;特殊教育学校教师角色也随之发生转变,由单一教育者角色转变为兼具“教育者”、“合作者”、“协调者”和“督导者”的多重角色.     

Special Education in Comprehensive Schools: Extent,Forms and Effects

The present study aims to describe the extent and forms (integrated versus segregated) of special education support offered to pupils in comprehensive schools in Sweden over a period of 29 years and to study relations between support, background variables and goal attainment in Grade 9. The study is based on about 35,000 children born in 1972, 1977, 1982, and 1987, participating in the ongoing longitudinal project “Evaluation Through Follow‐Up”. The findings reveal that boys and pupils from lower educational home‐backgrounds and with non‐Swedish backgrounds are over‐represented among the groups that have received special education support. The findings also suggest that pupils who have received support, in general, tend to achieve educational goals in core curriculum subjects to a lesser extent than those who have never had any kind of support.     

特教学校技术与职业教育研究的方法论问题

本文通过“三类残疾儿童的劳动技术教育与职业教育问题”课题研究的实践中总结出只有避免二元分析对立方法论 ,采用系统整体方法论 ,才能保证教育研究取得成果。     

特殊教育学校教师专业发展现状及对策研究

特殊教育教师的专业化水平直接关系到特殊儿童受教育的质量问题。从学校的实际出发,依托学校自身的资源优势和特色开展教育培训是促进特殊教育学校教师专业化发展的主要渠道。学校是教师发展的基地,教师是主体,只有立足学校,关注教师,才能不断提升教师的专业能力。     

特殊教育教师心理健康状况的调查研究

本研究运用SCL - 90调查了北京市 5所特殊学校 1 99名教师的心理健康状况。结果表明 :特教教师心理健康问题检出率较高 ,具有轻度及其以上心理问题的教师占总数的 2 5 6% ;SCL - 90的得分显著高于全国常模 ;总体上特教女教师的心理健康状况比男教师差 ;特教教师的心理健康水平随年龄和特教教龄的增长不断提高 ;高学历特教教师的心理健康问题比较突出 ;培智学校教师的心理健康水平比聋校和盲校的教师差。     

小学艺术特色教育的有效实施策略——基于深圳市H小学的研究

开发艺术教育校本课程是一个系统工程,根据吴刚平的理解,开发校本课程需要以下四个条件:明确的教育哲学思想和办学宗旨;民主开放的学校组织结构;体现学校教育哲学和办学宗旨的教学系统;自觉自律的内部评价与改进机制.H小学的领导和教师认为,在实际的艺术课程开发当中,除了要有以上这四个条件外,以下问题是各个学校在艺术教育实施当中亟需解决的:如何保障艺术课程实施时间;如何发掘和管理艺术教师人力资源;如何把艺术课程与其他学科教育整合等.     

Supporting Disability Education through a Combination of Special Schools and Disability-Inclusive Schools in the Pacific Islands

This article reports on a multi-method study of the ways in which special and mainstream schools support the educational needs of children with disabilities in Fiji. The aims of the study were: (1) to identify capacity and functions of special schools to support inclusive mainstream schools for children with disabilities; and (2) to explore the capacity of mainstream disability-inclusive schools in meeting the needs of children with disabilities. Results from the special education survey indicated that type of disability, geographic location and controlling authority were associated with transition to mainstream education. Findings from the action research study suggest that supportive school leadership and positive attitudes towards disability and inclusion contribute to greater mobilisation of supporting resources. However, limitations in facilities and resources currently pose barriers which prevent inclusion for all students with disabilities. Together, these findings indicate that special and inclusive mainstream schools jointly support disability-inclusive education in Fiji.     

川渝地区特殊学校与普通学校教师职业幸福感比较研究

以重庆、四川部分特殊教育学校和普通学校教师为研究对象,采用问卷调查法考察特殊教育学校教师与普通学校教师职业幸福感的差异状况及人口学变量上的特点。结果发现：教师职业幸福感总体上处于较高水平,普校教师的职业幸福感总分及各因子得分比特殊教育学校教师高;但仅在工作效能感、社会支持感、收益满意感因子上差异显著;教龄11-20年是普通、特校教师职业幸福感水平相差最大的阶段;二级职称时普通、特校教师职业幸福感水平相差最小;教师性别、所承担的教学科目、学校级别和最高学历是影响普、特校教师职业幸福感差异的重要因素;月收入对普、特校教师职业幸福感没有显著性影响。     

特殊学校教师职业倦怠的对策研究

特殊学校教师存在着职业倦怠的事实,但具体到特殊学校教师个人其倦怠又有较大的差异。我们就应从社会方面改善大环境,提供有力的政策支撑;从学校方面改进管理,体现"以人为本";从个人方面学会自我调节,维护心理健康,来主动有效地进行干预,以帮助教师有效地预防、缓解或消除职业倦怠。