Special educators' perceptions of parental participation in the individual education plan process

Special educators were queried about their perceptions of parent involvement in the individual education plan (IEP) process. Specific research questions focused on parents' participation level and their role in the IEP process. One hundred forty-five special education teachers, of all disability categories and from 6 states, were surveyed. Results showed a diversity of opinion over practices, processes, and attitudes regarding the IEP process, despite their purported familiarity since the inception of PL 94-142.     

师范教育中的特殊教育与特殊教育学

教育不等于教育学。师范院校的教育专业不等于教育学专业。对于特殊教育来说 ,特殊教育学专业同样也不能代替聋校语文、聋校数学、聋校外语、聋校体育等面向具体学科的专业。学科特点与教育学相通的特殊教育学只是应该设置的面向特殊教育的专业中的一个部分。师范院校设置的有关特殊教育的专业中 ,除了应该包括特殊教育学专业之外 ,还应该包括其他面向基层特殊学校特定课程的各种专业。     

山下智久 特别的爱给特别的你

扬言“只挑最好的，绝对不要退而求其次”的山下智久，有种王者的霸气。这来自于与生俱来的处变不惊，也有岁月在他身上雕琢的自信淡定。少年如岩濑健，执著、纯粹；精英如蓝田耕作，冷静、理智。这些角色的身上也都能依稀看到千百角色下山下的独特品质。如此特别的他，要留给他最独一无二的爱。     

英美特殊关系与美加特殊关系之比较

国家之间联盟是国际关系中最重要的内容之一。美国作为当今最受瞩目的世界第一大强国,积极追求其"单极世界"的世界霸权,同时也积极拉拢一些其他国家来达到自己的政治目的。英国、加拿大两国分别是美国在欧洲和美洲的传统盟友,比较两大联盟的异同点可帮助我们考察美国以及西方国家在处理外交关系上的一些基本原则和因素。     

人人都有特殊需要 人人都需要特殊教育——2010新年贺词

在隆重庆祝新中国成立60周年和见证澳门回归10周年的喜庆日子里,我们满怀豪情迎来了中国人民的"虎"年--2010年!在这虎虎生威的吉祥气氛里,我谨代表<中国特殊教育>杂志社的全体同仁,通过<中国特殊教育>杂志,向全国和世界有特殊需要的朋友及其家人,向从事特殊教育事业的全体同行,向关心和支持特殊教育事业的领导和社会各界友好,致以新春的祝福!     

Special Parents, Special Relations

The complex and often fragile nature of parent-teacher relationships in special schools is analysed by Rod Ballard, father of a mongol boy and lecturer in social work, Exeter University     

Special Needs, Special Issues

Services for children and young people with special educational needs are not well prepared for responding to the National Curriculum, local management of schools and other challenges of the 1990s. This is the conclusion drawn by HM Inspectorate (HMI) in the latest booklet in their Education Observed series entitled Special Needs Issues. The survey, which was published by the HMSO in June at £2.95, looks at developments in special educational provision which have occurred in England since the publication of the Warnock Report in 1978.     

对个别教学辅导的几点体会

学生之间的个性差异的存在是绝对的。因为每个人的遗传基因不同、后天的生活环境不同、接受的教育和影响不同，加上个人的实践活动和自我努力不同，这就使学生具有不同的心理特点和个性特征，在教学中就要因材施教，从学生个性差异的实际出发，根据他们不同的心理特点，采取不同的要求、措施、途径和方法，对学生进行教育。课堂教学是面向全体学生的教学，虽然老师对不同层次的学生有不同的学习要求，尽可能地顾及到每一个学生，但是，靠课堂45分钟要做到这点，使每一个学生都能在课堂上学会并掌握应学的知识，恐怕就不那么容易了，因此还需…     

Becoming individual in education and cyberspace

This article traces key competences that are necessary to master as teachers are increasingly obliged to orchestrate learning as initiation into individual autonomy. The context is one that acknowledges that learning increasingly dissipates out into cyberspace.Inspired by Gilles Deleuze and Michel Foucault, the article explores preconditions for professionalizing the teacher using project work as a generalized case. Project work claims to anticipate initiation into autonomy and reflects new power relations between professionals and clients as well. It is assumed that project work illustrates the transition from traditional school forms to a more individualized society where Information and Communication Technologies media (ICT) are increasingly integrated in learning. It is likewise assumed that the procedures and rules governing project work—as a way of shaping the image of oneself as an individual—correspond in ambivalent ways to competences that one must master in order to navigate as an up‐to‐date employee, citizen, and parent, and so on.     

论个体价值与现代化进程

在现代化进程中,一个国家、一个民族对独立的个体价值把握,在极其重要的程度上关系着社会经济进步和社会文明形象的塑造。当代中国正处于市场经济稳步发展、工业化进程全面展开的关键时期,由于市场经济的逐步成熟和社会的深度分化,社会个体走向独立,其利益获得超越传统先赋性的平等界定,因而个体价值从传统的否定态走向肯定态。这就需要我们在这一特定历史阶段上,做出解决问题的理性观察、理性把握和理性选择。     

发展特色教育打造特色品牌——柳铁一中的信息技术教育

一 计算机信息技术教育,是教育现代化的一个重要组成部分.未来社会是信息社会,谁抓住了信息技术教育,谁就占领了未来教育的制高点.     

试谈现代大特殊教育与现代特殊教育资源中心

本文立足我国目前特殊教育发展现实 ,放眼 2 1世纪 ,阐述了现代大特殊教育的观点 ,及现代特殊教育资源中心建设的意义和应具有的功能     

特别的爱洒向特别的你

爱是教育学生的巨大力量,智障学生更需要我们给予更多的爱。爱的召唤,由了解开始;动之以情,爱之感化;利用特长,促使进步。特别的爱洒向特别的你,让爱溢满智障学生的心田。     

The analysis of the impact of individual weighting factor on individual scores

In this study, category‐based self and peer assessment were applied twice in a semester in an Elementary Science Teaching Methods course in order to assess individual contributions of group members to group projects as well as to analyze the impact of Individual Weighting Factors (IWF) on individual scores and individual grades. IWF were calculated by applying Conway et al.'s (1993 Conway, R., Kember, D., Sivan, A. and Wu, M. 1993. Peer‐assessment of an individual's contribution to a group project. Assessment & Evaluation in Higher Education, 18(1): 45–54. [Taylor & Francis Online] [Google Scholar]) formula. The resulting individual scores were analyzed to find out the impact of IWF on individual scores and individual grades. It was found that the differentiation of individual scores was very large in both applications and caused dramatic changes in some of the students' grades. For this reason, the IWF had to be scaled down to decrease its effect on individual grades. After scaling down the IWF, more acceptable distribution of student grades was obtained.