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.     

Schools Council and Special Education

Dr Mary Wilson, chairman of the Schools Council working party on special education and until recently staff inspector for special education with the ILEA, describes the Council's work in special education     

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     

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。     

双流向多层次教育安置模式、全纳教育以及我国特殊教育发展格局的探讨

该文分析了美国“双流向多层次教育安置模式”的特点,并在对这一模式进行批判性分析的基础之上阐述了全纳教育的基本观点以及西方特殊教育发展模式的主要变迁。然后,作者对我国特殊教育发展格局进行了思考,认为我国特殊教育发展格局应调整为“以一定数量的特殊教育学校为资源中心,大量的随班就读结合资源教室或巡回辅导教师制为主体”的基本格局。     

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.     

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.     

特殊教育服务的领域需要拓展——"人本特教"视角

社会融合的理念要求我们对特殊儿童提供预防、教育、康复、职业训练等领域的综合服务,要求建立健全协调高效的特殊教育服务体系.本文讨论了特殊教育服务跨学科的拓展问题,建议加强人类服务的基本制度建设,形成专业机构与社区和家庭的协调合作的服务体系,注重初级预防和早期干预,提高特殊教育服务的生态学效益.     

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。     

特殊教育学校课程标准研制刍议

我国目前特殊教育学校课程标准试图分别按照盲校、聋校、培智学校类型进行分别制定,既分立于普通课程,又各自独立、自成体系.然而,残疾类型与课程标准之间不存在完全的对应关系.借鉴国际经验,对一些基础性的核心科目,应以普通课程标准为基础,通过对普通课程标准的调整,适应不同残疾学生的特殊需要,保证所有学生参与并完成基于普通课程标准所规定的具有挑战性的学习任务,以推动特殊教育质量的提高.     

Homeschool Parents and Satisfaction with Special Education Services

ABSTRACT

Homeschooling is controversial for a variety of reasons. One concern is whether families are sufficiently equipped to serve students with disabilities. We investigate this issue by assessing parental satisfaction with the special education services that their child is receiving in various educational sectors (e.g., homeschool, traditional public, public charter, and private). Using a nationally representative sample of U.S. households from the National Household Education Survey, we find that parents who homeschool are more satisfied than parents of children in traditional public schools and a variety of private schools with the special education services that they are receiving. Despite obvious selection bias in our sample, we view parental satisfaction as one of many important indicators for the quality of special education services. The results from this study suggest that homeschooling is a potentially beneficial option for serving students with disabilities, though additional research examining other student outcomes would be invaluable.     

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.     

安徽省特教学校体育资源配置研究

运用资料法、访谈法和问卷法对安徽省特教学校体育资源配置现状进行研究,以期为特殊学校体育资源的优化配置提供参考和依据。研究发现特教学校体育资源配置方式单一,主要以政府预算配置为主;学校体育资源配置不充分,总量短缺;学校体育资源利用率低,可适性有待改善;体育资源配置信息反馈渠道不畅。并提出对策:以政府预算配置为主体,激励社会和市场的广泛参与;提高体育资源配置的总量,增加特殊体育需要的专门场馆和器材;配置适应性体育资源,提高体育资源利用率;畅通体育资源配置信息反馈机制。     

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.     

“协同教学”在体育教学中的运用

1．协同教学的含义。协同教学是指由两个或两个以上的教师及教学辅助人员以一种专业关系，组成教学团队，彼此分工合作，共同策划和执行某一单元、某一领域或主体教学活动的一种教学形式。协同教学主要在于教师教学形态的改变，有利于发挥每个教师专长，也有利于教学活动形式多样化，把大班教学、小组教学和个别教学组合起来。这种教学组织形式与传统的班级授课制和学科制有着不同的理念和方法。它不仅仅是教师组织形式的改变．而且是教学系统诸要素的分工协同来共同完成某项教学活动，提高教学效率和质量，发挥整体协同效应。[第一段]     

科学评价 重在鼓励—三论困难学生动力系统的开发

前苏联一位心理学家研究指出,95%以上的人有自我贬低的倾向,而学习困难学生由于经常失败,这种倾向更加严重.人们常常可以发现,明明是经过自己努力取得的成功,而他们却不能体验成功,把获得成功的原因归之于偶然的、外部的因素,否认自己的努力和能力.     

我国特殊教育学校教育经费支出结构探析

教育经费的支出结构影响着经费的使用效率。本文分析我国当前特殊教育学校1998-2009年教育经费支出结构,发现:经费支出总量逐年增长,但相对不足;支出结构不合理,个人经费紧张,奖贷助学金比例偏低,公务费用过高以及地区差异显著等问题。由此建议加大特殊教育投入力度并优先保证特殊教育经费支出,合理调整教育经费支出结构,提高经费的使用效率。     

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。