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1.
This article focuses upon the role of the peripatetic pre-school teacher for children who have special educational needs. It explores the key issues involved in home-based teaching; the importance of developing meaningful partnerships with parents; early intervention; and the significance of play in promoting learning for young children. The research that informs this article is concerned with the possibility of teaching science to pre-school children with special educational needs. The author, Andrea Bennington, was herself an early years special educational needs inclusion teacher when she undertook the work described here. She is now an advisory teacher for children with physical disabilities. In this example of practitioner research, key scientific concepts are discussed in the context of intervention through play carried out in the home setting. The work focuses on the responses of six children to a sequence of six 'experiments' carried out through a period of teaching. Andrea Bennington asks whether science activities can be used to promote the learning experiences of pre-school children who have special educational needs and, therefore, their inclusion in teaching and learning situations.  相似文献   

2.
In the academic year 2006–2007, the Training and Development Agency (TDA) set up a development programme to enable Initial Teacher Training and Education (ITTE) placements in specialist special education provision. The goal of the programme was to enhance the knowledge, skills and understanding of inclusive practice for special educational needs and disability among those joining and those who are relatively new to the teaching workforce. This article, by Gill Golder, Nicky Jones and Erica Eaton Quinn, all Senior Lecturers at the College of St Mark and St John in Plymouth, outlines one project related to this TDA programme. The authors explore the outcomes of their work on a three‐year BEd (Honours) Secondary Physical Education course in the south‐west against the TDA's objectives for both trainee teachers and the special schools to which they were attached. Results confirm the importance of preparing trainee teachers for a future career in more inclusive schools.  相似文献   

3.
《Support for Learning》2005,20(1):22-27
UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education institutions, and the figure is likely to increase. It is therefore important and, under the UK Special Educational Needs and Disability Act (2001), legally binding, that UK higher education institutions make appropriate adjustments to their activities so as not to disadvantage or discriminate against disabled students. In this article Mark Taylor examines the development of the special educational needs coordinator role in a higher education setting based upon a two‐year case study in a UK university.  相似文献   

4.
This paper describes a preschool inclusion initiative in Singapore, which currently has no mandate for integrating children with special needs in mainstream schools. This very small-scale qualitative study involving children with mild learning disabilities discusses a therapy outreach programme by a local children's hospital. It explores the supports and challenges of this experience based on interviews with therapists, teachers, principals, and parents. Facilitators of inclusion included communication, collaboration, availability of training and resources, and a readiness for inclusion. Barriers to inclusion included person-related hindrances, structural obstacles, gaps in programme delivery, and limited specialized training and resources. We learned that in the absence of mandatory provisions for inclusion, children with special needs can be supported in regular education when there is “buy in” for early inclusion and intervention amongst key stakeholders. Practical strategies toward this end are discussed.  相似文献   

5.
特殊儿童家长参与子女早期教育具有重要意义.对上海市特殊儿童家长参与子女早期教育的态度、现状和方式进行问卷调查和个别访谈后发现,目前存在着对家长参与的认识不到位、参与现状的总体水平较低、极少参与学校行政、信息化手段使用较少等问题.因此,采取一系列措施使家长更有效地参与到特殊儿童的早期教育中尤为重要.  相似文献   

6.
《Support for Learning》2006,21(2):92-99
In this article the author describes a small‐scale study into the role of the special needs assistant (SNA) supporting the inclusion of pupils with learning difficulties in the Irish Republic. The findings regarding the perspectives of teachers, principals, SNAs, pupils supported by SNAs and their parents on the support offered to three pupils are also described. The actual (as distinct from the prescribed) role of SNAs, including the issue of SNAs working in a general rather than a pupil‐specific capacity, and the nature of the SNA‐teacher relationship are discussed. The main findings emerging from the data were that the role of the SNA is one of both education and care and that SNAs are a welcome support for inclusion. Issues emerging from the study include the need for effective communication and planning, shared understanding of the role and responsibilities of SNAs and ongoing monitoring of the way in which support is provided.  相似文献   

7.
This article outlines parents’ struggle to secure adequate educational resources for their child(ren) with special educational needs within the Irish State system. The authors challenge the view that legislation facilitates practical advances that are meaningful to individual families. This small-scale exploratory study reports the findings from five in-depth interviews with experienced legal practitioners in the area of special educational needs in Ireland. These were selected due to their involvement in a number of high profile cases taken against the State. The findings underline the challenges faced by parents pursuing the legal route and the need for supportive structures to be put in place prior to the ligation process.  相似文献   

8.
Elective home education and special educational needs   总被引:2,自引:0,他引:2  
This paper reviews the literature on home education with reference to special educational needs (SEN). A rapid expansion in home educating families is noted. Parents present a variety of reasons for this, including those with concerns about the provision for their child's SEN.
In one Local Education Authority (LEA), data were obtained through questionnaires from 65 families when they first registered their children for home education. In addition, 12 families, who had been home educating their children for more than 2 years, were interviewed about their experiences. Many of the children involved had SEN, but most of the parents and children expressed satisfaction with their present arrangements. However, there was often a feeling expressed that they would have preferred their children to have attended school, if their special needs could have been met. Implications for education services policy and schools' practice are discussed.  相似文献   

9.
As we move towards a more inclusive education system in the UK, there is a real need to equip teachers to work in more diverse classrooms from the start of their teaching careers. In this article, Gill Golder, teaching and research fellow (physical education), Brahm Norwich, Professor of Educational Psychology and Special Educational Needs, and Phil Bayliss, senior lecturer in special educational needs and education studies, all based in the School of Education and Lifelong Learning at the University of Exeter, describe developments in Exeter's secondary phase Post Graduate Certificate in Education (PGCE) programme. The authors set their account in the context of policy requirements in England and international trends towards more inclusive teacher education. They report on an initiative designed to enhance the knowledge, skills and attitudes of trainee teachers and to equip them to differentiate their teaching to meet the individual needs of all pupils, including those with special educational needs. This initiative involved all trainees working intensively with one pupil, supported by the SENCo in their teaching practice school. Building towards a form of dispersed teacher preparation that may have applications in other contexts, the programme offered student teachers a systematic strategy for individualised teaching and the support of web-based resources. Gill Golder, Brahm Norwich and Phil Bayliss include evaluations from student teachers, SENCos and principal subject tutors in their report. They conclude that this is a promising way of working, which highlights the national and international need to develop practical ways of enhancing initial teacher education in relation to special educational needs and inclusion.  相似文献   

10.
我国特殊需要儿童教育诊断评估的研究现状与发展趋势   总被引:1,自引:1,他引:1  
教育诊断评估是特殊需要儿童教育的起点,也是特殊需要儿童教育质量的保障。本文对近十年(1997-2006)国内关于特殊需要儿童教育诊断评估的研究成果进行分析、梳理、总结、概括,探讨国内特殊需要儿童教育诊断评估的研究现状及发展趋势,从而为我国特殊需要儿童的诊断评估的发展、完善提供借鉴。目前我国特殊需要儿童教育诊断评估研究反映出四个特征、六个问题与六个发展趋势。  相似文献   

11.
The relationship between mental health and special educational needs is both complex and misunderstood. In this article, Richard Rose, Professor of Special and Inclusive Education, Marie Howley, Senior Lecturer, Ann Fergusson, Senior Lecturer, and Johnson Jament, a PhD student, all from the Centre for Special Needs Education and Research directed by Richard Rose at the University of Northampton, discuss findings from a national research project which explored the perceptions of pupil mental health needs by staff working in residential special schools. Teachers and other professional colleagues often feel ill-prepared to address mental health difficulties experienced by their pupils. This is, at times, exacerbated by a wider confusion when atypical behaviours are attributed to a diagnosed learning difficulty rather than being recognised as symptomatic of a mental health problem. The article suggests a need for clarification of the relationship between complex special educational needs and mental health and for increases in training opportunities and the development of resources for teaching about and supporting mental health and emotional well-being.  相似文献   

12.
特殊儿童家庭亲职教育需求的调查研究   总被引:2,自引:0,他引:2  
本文以105名特殊儿童家长为调查对象,研究了他们的亲职教育需求状况,以及亲职教育需求的影响因素,结果显示:特殊儿童家庭亲职教育需求是迫切的、广泛的,其中,家长最需要的是社会资源方面的讯息;影响特殊儿童家庭亲职教育需求的因素较多,包括家长性别、家庭所在地、家庭经济收入、儿童年级水平、儿童残疾类型、残疾程度等,其中家庭经济...  相似文献   

13.
This article considers the impact of recent policy designed to define the roles and responsibilities of special educational needs co-ordinators (SENCos). The international drive towards the inclusion of children with special educational needs within the mainstream has led many schools to reconsider their structures and practices. In the UK, the SENCo role lies at the heart of these structures and the Government has sought to define this role both within a revised Code of Practice for special educational needs and in a set of national standards. In this article, Christine Szwed, Director of Studies for Initial Teacher Education at the University of Birmingham, reports the findings of a survey examining the context of SENCo role management within a group of primary schools. The findings indicate that the role cannot be generalisd and that SENCos are operating in increasingly complex contexts within very different management structures. Christine Szwed argues that, to be effective, SENCos must be enabled to work at a whole-school level and that the co-ordination of special needs is a development issue for the whole staff.  相似文献   

14.
In England, Wales and Northern Ireland, recent guidance on access arrangements for students with special educational needs taking public examinations such as the end-of-school General Certificate of Secondary Education (GCSE) has signalled a commitment to the development of access arrangements in line with 'best practice'. In this article, Kevin Woods, from the Educational Support and Inclusion section of the School of Education at the University of Manchester, provides a relevant evaluation of access arrangements for GCSE examinations using questionnaire feedback from 205 specialist teachers involved in their implementation. The findings are that the system for allocating access arrangements is considered 'manageable' by 20% of teachers and 'fair' by only 25% of teachers; 70% of teachers would consider extension of access arrangements to be appropriate, notwithstanding resource constraints. Qualitative data from the questionnaires highlight the reasons for this pattern of results and a call by teachers for wider access in examinations to readers, scribes, extra time and a word processing facility. Kevin Woods sets his findings within the context of recent Government initiatives that are designed to improve engagement and achievement in the 14 to 19 age group.  相似文献   

15.
《Support for Learning》2005,20(2):53-60
Although the National Standards for special educational needs coordinators (SENCOs) (TTA, 1998) emphasised, as essential, their preparation for leadership, the extent to which SENCOs are formally recognised as leaders varies significantly. In this article, Lyn Layton provides perspectives on the SENCO role, collected through a small‐scale study, that include suggestions from SENCOs themselves that they should be part of senior leadership teams in order to work strategically. At the same time the article relates one view of leadership to the SENCO role, in order to consider how systemic changes in schools can promote the inclusion of pupils with diverse learning needs.  相似文献   

16.
美国国家特殊教育研究中心推动了美国特殊教育研究的开展,与特殊教育实践紧密关联,为教育变革提供指导性意见,促进了美国特殊教育的蓬勃发展。文章以美国国家特殊教育研究中心资助的特殊教育科研项目为例,从研究类型、研究主题、研究特点等维度,对美国的特殊教育研究进行全面且细致的分析,以期为我国特殊教育及相关研究的开展提供借鉴。  相似文献   

17.
《Support for Learning》2005,20(2):77-82
In this article Carol Frankl focuses on the implementation of a strategy to reduce the number of pupils with Individual Education Plans (IEPs) and so reduce the workload of special education needs coordinators (SENCOs). This can be achieved through the integration of special educational needs (SEN) planning into whole‐class planning, creating group education plans (GEPs) that are the responsibility of class teachers, so allowing SENCOs time to become coaches and consultants for colleagues. This process is an important piece of change management and, in order to be effective, will need the wholehearted support of senior managers in schools and a carefully thought out strategy for implementation.  相似文献   

18.
This study summarises the findings based on two case study sensory gardens in the United Kingdom, in terms of the educational development and social interaction of children with special needs and the staff who care for them. The aim was to observe and record the users' behaviour when engaging with features in the sensory garden. The data collection included interviews with teachers and therapists, and behavioural observation, which was used in conjunction with affordance theory. The study was supported with a few noteworthy incidents that the author recorded as anecdotal evidence. A selection of photographs was chosen to illustrate these incidents.  相似文献   

19.
In many countries, education policies are shifting towards inclusive education. Human rights have always been an important argument for this development, but the effects on students should be an important factor when designing policies. In this review, therefore, literature on the effects of inclusion on both students with and without special educational needs is described. The review covers not only effects on cognitive development, but also socio-emotional effects. In general, the results show neutral to positive effects of inclusive education. The academic achievement of students with and without special educational needs seems to be comparable to non-inclusive classes or even better in inclusive classes. However, there may be some differential effects for high- and low-achieving students without special educational needs. Regarding social effects, children with special educational needs seem to have a less favourable social position than children without special educational needs.  相似文献   

20.
“Learning in Regular Classrooms” (LRC) has been the main strategy to universalize compulsory education for children with special educational needs in China after 1980s. Methods such as whole-class teaching combined with individual tutoring, differentiated teaching, and cooperative learning have been widely practiced in general classrooms for students with special educational needs. However, high instructional quality for students with special educational needs in mainstream classrooms is far from being realized, and this is due to the lack of expertise, support and resources, and effective assessment measures. The authors conclude that efforts are needed to change the education system from the current rigidity toward a more flexible system to better accommodate diverse needs in general classrooms.  相似文献   

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