加强学校内部管理努力打造一流学校

坐落在虞山脚下的江苏省常熟市特殊教育学校创办于1975年，是一所全日制特殊教育学校。学校积极贯彻国务院办公厅《关于“十五”期间进一步加强特殊教育改革与发展的意见》和《江苏省特殊教育“十五”发展意见》，以“自强、勤奋、文明”为校风，以“扶残助残，一切为了残疾少年儿童”为办学宗旨，加强学校的内部管理，取得了“常熟市校园管理先进”、“苏州市扶残助残先进集体和“江苏省特殊教育现代化示范学校”等光荣称号。     

江苏 徐州市“两基”工作做得好，特殊教育学校受表彰

前不久，国务院表彰全国“两基”工作先进单位和先进个人，江苏省徐州市特殊教育学校是受到表彰的“‘两基’工作先进单位”中唯一一所特殊教育学校。     

努力保障特殊教育需要儿童享有公平而有质量教育的“浙江行动”

为更好地贯彻落实国家《“十四五”特殊教育发展提升行动计划》,浙江省在深入基层调研的基础上,结合实际研究制定了《浙江省“十四五”特殊教育发展提升行动计划》。该计划确定了到2025年全面建立高质量特殊教育体系的目标,按照拓展服务对象、推进融合教育、提升支撑能力三大基本思路,完善了相应的政策措施,体现五大特色,贯彻了“一张蓝图绘到底”“系统思维”“儿童最佳利益”“需求导向”“遵循规律”等先进理念。     

特教“十三五”,丰碑铸辉煌

国民经济与社会高速发展的“十三五”,也是我国特殊教育快速发展的“十三五”,特殊教育学校数及入学人数大幅增长,融合教育更是迈向新时代。这一切成就的背后,离不开“十三五”期间党和政府坚持“特教特办”,以“办好特殊教育”为总方针,修订完善《残疾人教育条例》,坚持推进特殊教育提升计划,并将特殊教育学校的课程标准与教师专业标准列为特殊教育质量建设的重要内容,从而铸造了“十三五”特殊教育发展的历史丰碑。     

让残疾儿童少年同在一片蓝天下——全省特殊教育工作会议典型发言综述

为了进一步推进我省的特殊教育事业健康稳步发展，金秋十月，全省特殊教育工作会议在瓷都景德镇市隆重召开。这既是检阅“十五”特殊教育成果的大会，又是一次做好“十一五”特殊教育发展规划的大会。景德镇市、南昌市、泰和县、上高县、赣州市特殊教育学校相继在会上作了典型发言，这些全省特殊教育工作先进单位的代表，介绍了他们以真情浇灌特教园地、爱撒无声世界的无私奉献精神，以及发展特殊教育的新理念、新举措、新成果。     

构建残疾人终身教育体系简

《特殊教育提升计划（2014-2016年）》（以下简称《计划》）要求“经过三年努力.初步建立布局合理、学段衔接、普职融通、医教结合的特殊教育体系”,明确提出“积极发展非义务教育阶段特殊教育”.那么,哪些非义务教育阶段的特殊教育要发展,为什么要发展和根据我国实际怎样发展,是贯彻文件时要认真领会和把握的关键点.     

晋中市——全面贯彻教育方针 积极发展特殊教育

晋中市是我省文化教育基础较好的市 (地 )之一 ,是 2 0 0 1年受国家表彰的“两基”先进地区。“九五”以来 ,特别是近年来 ,晋中市认真实施“科教兴国”战略 ,全面贯彻党的教育方针 ,坚持把发展特殊教育事业作为巩固“普九”成果、提高“普九”水平的一项重要任务来抓 ,构建起省级示范盲聋人学校 1所 ,特殊教育中心校 2所 ,各县 (市、区 )办有弱智儿童辅读班 2 4个 ,另有 170 0余所中小学有残疾儿童少年随班就读。基本形成了以特殊教育学校为骨干 ,以普通学校附设特教班就读为主体 ,学前教育、初等教育和职业教育并存的特殊教育体系。截止 2…     

为残缺的世界撑起一片晴空——洪湖市发展特殊教育侧记

自上个世纪90年代以来,在洪湖革命老区的教育长河中,又驶出一叶扬帆疾驶的小舟,这就是洪湖市特殊教育学校。该市本着“办好特校,服务社会”的宗旨,在困境中求生存,在改革中求发展,被评为省特殊教育先进市,特教学校被评为省特殊教育先进学校,还受到国家教委的通报表扬,被定为省普教——特教“一体化”教育研究基地。     

关于加强高等特殊教育师资队伍建设的几点思考

论述了加强现代化高等特殊教育院校的师资队伍建设的重要性,指出要强化先进的特殊教育理念、先进的现代教育技术、良好的特殊教育师德三种素质,培养学术大师、教学大师、“双师型”教师三种人才．树立以人为本、教学为本、持续发展二三种观念。     

培养残而不废的劳动者——宜宾市‘特殊教育十年’记略

十年前,特殊教育在宜宾教育史上还是空白,现在,它已蓬勃发展,成绩卓著。1994年,宜宾市被评为“四川省特殊教育先进市”,去年又被评为“全国特殊教育先进市”,受到通报表彰。10年来,他们主要做了以下几方面的工作:     

从全纳教育视角探析我国特殊教育师资培养

特殊教育师资的有效培养是促进我国特殊教育事业发展的先决条件和重要途径。在“大特殊教育”理念的指导下,全纳教育的发展趋势带给特殊教育的师资培养和发展新的要求和挑战。在全面理解全纳教育内涵的基础上,寻找我国特殊教育师资培养的问题及出路,并提出教育理念的接纳与转变、教师队伍的专业化、开放的培养体系及资源整合等建议,为我国在全纳教育背景下特殊教育师培养和发展途径提供理论参考。     

特殊需要视野中对特殊教育研究的思考

"特殊需要"已成为当代特殊教育的核心概念,关注并建立基于"特殊需要"的特殊教育研究具有重要的理论价值和实践价值,它既为批判和审视以往传统教育实践中对残疾、障碍现象的歧视倾向和根源提供新视角,同时也为实现"满足学生的特殊教育需要"目标、反思特殊教育理论研究、加快特殊教育学科建设提供理论依据和方法论启示。     

Books Reviews

Children with Learning Difficulties Diane Montgomery
Somebody Else's Children Sally Trench
Straight and Devious Pathways from Childhood to Adulthood L. Robins, M. Rutter (eds.)
Children with ProfoundKomplex Physical and Learning Difficulties Sally Clark
The Special Education Handbook Phillip Williams
Curriculum Access for All NARE
Signposts to Special Needs Margaret Peter (ed.)
Autism. Professional Perspectives and Practice Kathryn Ellis (ed.)
Primary Special Needs and the National Curriculum Ann Lewis
Reappraising Special Needs Education Brahm Norwich
Residential Experience F. Craig (ed.)     

Editorial: the Salamanca Statement: 25 years on

ABSTRACT

June 2019 saw the 25th anniversary of the World Conference on Special Needs Education, which was co-organized by UNESCO and the Ministry of Education and Science of Spain, and held in the city of Salamanca. It led to the Salamanca Statement and Framework for Action on Special Needs Education, arguably the most significant international document that has ever appeared in the field of special education. In so doing, it endorsed the idea of inclusive education, which was to become a major influence in subsequent years. The articles in this special issue illustrate the ways in which the Salamanca Statement has and still is influencing the development of policies and practices across the world. In this editorial, we provide readers with some relevant background to these developments.     

Book Reviews

Book reviewed in this article:
Interactive Approaches to the Education of Children with Severe Learning Difficulties Beryl Smith (ed.)
The Power to Act Adrian Ward
In Special Need Graham Atherton
Special Education in Change Mel Ainscow (ed.)
My Language, Our Language Bernadette Walsh
Children with Hearing Difficulties A. Webster, D. Wood
The Education of People with Profound and Multiple Handicaps, Resource Materials for Staff Training Judy Sebba
Special Educational Needs: Policy and Practice Roy Evans (ed.)
Bilingualism and Learning Disabilities A.C. Willig, H.S. Greenberg (eds.)
Pre-school Provision for Children with Special Needs Brenda Robson     

Special needs education or education for all: connective specialisation and ideological impurity

Brahm Norwich, Professor of Special Needs Education at the Institute of Education, University of London, is the first of the new professors to articulate his views on the future of Special Education as we approach the Millenium. He considers innovative approaches to the concept of human differences.     

Opportunities for inclusion? The education of learners with special educational needs and disabilities in special schools in Uganda

The Government of Uganda aims to provide good quality education for all learners in inclusive schools. However, some learners who have severe disabilities, including those who are deaf, will, for some time, continue to receive their education in special schools. In this article, Kirsten Kristensen, consultant in inclusive and special needs education for many countries in East Africa, Martin Omagor-Loican, Commissioner for Special Needs Education, Negris Onen, Principal Education Officer for Special Needs and Inclusive Education, both at the Ministry of Education in Sports in Uganda, and Daniel Okot, co-ordinator for the Diploma in Special Needs Education at Kyambogo University, provide an account of their study of 15 such schools. The findings from the study indicate a striking need for reform and transformation. While Uganda has an advanced structure for training teachers in special needs education, the quality of education and educational materials in special schools, is poor. Often children are admitted to special schools without proper assessment of their educational needs and the resources are not available to provide them with an appropriate range of experiences. The authors of this article call for a thoroughgoing review of provision and make a series of coherent and persuasive recommendations for developments in policy and practice focused on enabling special schools in Uganda to play an essential role in future as resource centres supporting an inclusive education system.     

Book Reviews

Special Educational Needs in the Primary School
Coping with Challenging Behaviour in the Primary School
Building a Better Behaved School: A development manual for primary schools
Effective Schools For All
The National Curriculum and Pupils with Severe Learning Difficulties
Explorations in Peer Tutoring
Education for Special Needs
Community, Normality and Difference     

The Scottish Education Minister Replies

Mr J. Allan Stewart, Minister for Industry and Education, Marion Blythman, Head of Special Education, Moray House College, Edinburgh, on Current Developments in Provision for Special Educational Needs     

Book Reviews

Encouragement Works Best: Positive approaches to classroom management.
Special Educational Needs Beyond 16…
Special Educational Needs in Schools
Special Education Integration in Europe
Practical Record Keeping for Special Schools (Resource Material for Staff Development
Steps Towards Graduation
Exclusion from School: Provision for Disaffection at Key Stage 4.
MAKATON. National Curriculum Series. Part 1. (Book and Video).
The Reality of Dyslexia
Feeling Violent