美国特殊儿童转衔服务及其对我国的启示

当前我国特殊儿童由学校向成年生活的转衔面临严峻问题,而美国在此领域卓有成就。因此,分析美国转衔服务取得成功的经验将有助于寻找推进我国转衔服务的途径。美国的成功经验有理论为指导、法律为保障、财政为后盾、合作为途径。根据我国的实际情况,推动我国的特殊儿童转衔服务可采取以下措施加强转衔理论研究;推进特殊教育立法,将转衔写入法律;加大特殊教育经费投入,促进康复和职业教育的发展;促进机构间合作形成合力;强化宣传,推动社会对残疾人的接纳;提高特教教师制定和执行个别化转衔计划的能力。     

学前特殊儿童转衔教育研究综述

作为特殊儿童早期教育的组成部分之一转衔教育在上个世纪八十年代就已经得到了关注,本文对关于身心障碍者转衔教育的定义、转衔教育的多重观点、转衔教育的模式、关于转衔教育的法律、法规以及学前特殊儿童转衔教育实践研究做了概括性介绍,最后还提出了我国大陆学前特殊儿童转衔教育研究及实践对我国特殊教育的启示。     

学前特殊儿童转衔教育个案研究报告

通过对四名学前特殊儿童转衔教育的个案研究,探讨学前特殊儿童转衔教育的开展方式和途径。研究结果表明:根据特殊儿童的具体状况,探寻适合个别化的转衔教育方式、途径,制定适合个别化的转衔教育计划,使四名特殊儿童在转衔至下一个安置环境时相对来讲更为顺利。同时也指出在特殊儿童的转衔教育中,相关的法律法规,相关部门的关注等都是非常重要的。     

特殊儿童家庭赋权增能：缘起、内涵与理念

家庭参与和家校协作是特殊教育的核心原则。在特殊教育的发展历程中,由于特殊儿童数量和类别的持续增长、家庭在特殊儿童发展中的核心作用以及法律政策的强制推动,特殊儿童家庭赋权增能逐渐成为特殊儿童家庭参与的有效路径和家校协作的坚实基础。特殊儿童家庭参与既是一种状态,又是一个过程。在特殊儿童家庭赋权增能之中,权利、融合、成长、专业伙伴、参与、支持构成了基本价值取向。     

关注残障学生的生涯发展——上海市长宁区残障学生转衔服务的研究与实践——《特殊学生转衔服务手册》编制的研究

特殊学生的生涯发展需要各机构相互协调的转衔服务。基于生涯发展和终身教育理念,编制特殊学生转衔服务手册,有助于家长和教师了解各个阶段的转衔服务任务,更好地帮助特殊学生做好准备,促进其成功转衔。     

特殊儿童医、家、校幼小转衔会议的实践探索

特殊儿童的功能恢复、缺陷矫治及其发展需要医学、教育和家庭的合作。为了对特殊儿童进行科学的评估,促进教育教学经验的分享,提供后续教育训练的建议,上海市长宁区虹古路第三幼儿园与长宁区辅读学校合作开展特殊儿童医、家、校幼小转衔会议。促进特殊儿童的幼小转衔。     

我国特殊儿童教育评估中存在的问题

当前,我国缺乏独立的、专业的特殊儿童教育评估机构和统一的、明确的特殊儿童教育评估体系。对特殊儿童进行科学评估,不仅能够帮助特殊儿童及其家庭选择适合自身实际情况的教育,而且有助于其正确面对和解决各阶段发展上的困难,促进特殊儿童在教育体系内顺利转衔,对特殊儿童的教育和发展具有重大的现实意义。     

关注特殊需要儿童的自我维权意识和能力的培养

本文通过两个关于特殊需要儿童受侵权的案例来分析特殊需要儿童受到侵权的原因,来说明在目前情况下．为了保护特殊需要儿童的身心和合法权益不受侵害．就应培养特殊需要儿童的自我维权意识,并且从让特殊需要儿童知道、理解和维护特殊需要儿童的权利：练习自我决定;练习自我保护和自卫;认识和战胜障碍;懂得如何巧妙地采取行动并与父母、教师、同学及周围其他人建立联系．获得必要的支持这五个方面来具体阐述培养特殊需要儿童自我维权能力。     

美国障碍学生的个别化转衔计划

文章介绍了美国障碍儿童个别化转衔计划提出与发展的过程。个别化转衔计划的制定过程包括成立转衔团队、转衔评估、召开转衔会议。文章重点介绍了个别化转衔计划的内容和执行个别化转衔计划所要遵循的原则。我国也有必要结合我国特殊教育的现状,借鉴他国转衔方面的经验,设计出符合我国障碍儿童发展的个别化转衔计划。     

走向伙伴协作的残障儿童家庭参与——基于美国研究的考察

在美国特殊教育的发展进程中,残障儿童家庭面临着巨大的压力,同时也起着不可替代性的作用.家庭参与的权利不仅通过法律加以保证,在研究和实践领域中,也得到人们的格外重视.家庭压力、家庭支持、伙伴协作等成为残障儿童家庭参与的研究主题,并最终走向聚焦家庭生活质量提升的赋权增能.     

数学学习困难儿童的多媒体教学策略

如何对数学学习困难儿童进行有效干预是很多教育工作者关心的问题。已有研究表明,工作记忆的缺陷是数学学习困难的根本原因。而基于认知负荷理论的教学设计正是针对人的工作记忆容量有限这一特点,利用多媒体来促进意义学习的完成。文章试图以工作记忆为桥梁,结合认知负荷理论,提出几条针对数学学习困难儿童的多媒体教学的干预措施,并指出了将来的研究方向。     

Using the Multiple Intelligences to Enhance Instruction for Young Children and Young Children with Disabilities

The theory of the multiple intelligences are discussed in relation to working with young children and young children with disabilities. A rationale for the use of the multiple intelligences is discussed as well as practical suggestions on how they can be incorporated into early childhood programs.     

学习障碍超常儿童的研究进展

从特征、鉴别方法以及干预等方面综述了国外学习障碍超常儿童的研究进展.目前主要鉴别方法有智力分测验分析以及学业成绩和智力水平差异分析.日常生活评估和游戏评估是学龄前学习障碍超常儿童鉴别的有效方法.使用多种方法对多种能力进行评估可以提高鉴别准确性.在培养优势能力的过程中减少障碍是有效的教学方法.其他有效方法还包括形成知识网络结构和使用辅助工具.学习障碍超常儿童社会交往和情感需要值得关注.目前研究存在的主要问题有缺乏一致的学习障碍超常儿童能力剖面图,在主要鉴别方法上和超常儿童选拔的智商标准上也存在争议.文末探讨了对我国学习障碍超常儿童研究和教育的启示.     

Writing Instruction for Adolescents with Learning Disabilities: Programs of Intervention Research

Writing performance for a large number of adolescents, with and without learning disabilities (LD), in the United States is below the level required for success in college and in the world of work. Despite the importance of writing and students' with LD documented difficulties in this academic domain, writing intervention research for adolescents with LD is not as well established as research in other domains, such as reading. Programs of research in writing interventions for adolescents with LD, nevertheless, have provided frameworks for effective instruction for these students. Adapting criteria from Graham and Perin's (2007c) Writing Next report, 40 studies across six programs of research were located for our literature review in writing instruction for adolescents with LD. Based on the findings of these studies, instruction within two levels of support for adolescents with LD are recommended.     

The Educational Attainment Process Among Adolescents with Disabilities And Children of Parents with Disabilities

This article uses data from the National Longitudinal Survey of Youth 1997 (NLSY97) to examine the relationship between disability, parental and youth university expectations in 1997, and youth high school completion and university enrolment by 2003. Results indicate that educational attainment is not equal for young adults with and without disabilities in the United States. Parents—but not adolescents—are likely to reduce their educational expectations when adolescents have a mild or serious disability, net of school performance. These parental—but not adolescent—expectations are significantly associated with high school completion. Finally, even after controlling for educational expectations and school performance, youth with serious disabilities are much less likely to graduate from high school than youth without disabilities. Despite the considerable strides made in the implementation of the Individuals with Disabilities Education Act, students with disabilities are not achieving educational parity in graded schooling.     

Early Childhood Teachers' Ideas about Including Children with Disabilities in Programmes Designed for Typically Developing Children

This study examined the influence of information about children's disabilities on preschool teachers' responses toward integrating children with disabilities in their classroom. Of particular interest was whether the severity of the child's educational needs and information about diagnosis were related to teachers' responses. Data were collected from 155 preschool teachers in two Midwest states in the United States to examine their responses in terms of levels of comfort, classroom adaptation, and need for support. Results showed that teachers responded differently to the types of disability regardless of the diagnostic labels; that is, teachers responded more positively to children with mild disabilities (e.g., children with Down syndrome) and those with physical disabilities (e.g., cerebral palsy). In addition, compared with children with diagnostic labels, teachers responded more positively to those with no diagnostic labels. Teachers' education and experience working with children with disabilities were associated with their levels of comfort. Implications and recommendations for service delivery and teacher training are discussed.     

Friendships in Children with Developmental Disabilities

Studies of friendships in children with developmental disabilities have evolved primarily from the research on children with typical development. As a result, the theories, definitions, and difficulties in measuring friendship have also been carried over to the research on children with developmental disabilities. Children with developmental disabilities, however, present unique issues that warrant consideration. Special consideration should be given to measurement issues, developmental level, the etiology or type of disability of the child, the experience and context of the child with the disability, and individual characteristics. Given these considerations, we make some suggestions for the study of friendships in atypical children.