特殊儿童家庭亲职教育需求的调查研究

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...     

Children with Special Educational Needs: Parents' Knowledge of Procedures and Provisions

The author carried out an investigation in Sheffield in 1989, when he was a student nurse (RNMH). He addressed a questionnaire to parents of children with learning difficulties, concerning their knowledge of the procedures for issuing statements of special educational needs, their communications with teachers and other professionals and their attitudes towards integration in mainstream schools.     

美国特殊教育学生的鉴定评估与启示

特殊教育学生的鉴定评估是特殊教育工作中的关键环节,它对于后续的教育安置、教育计划制定、教育数据统计和政府资金拨付等都具有重要意义.近年来我国越来越重视特殊儿童的鉴定评估工作,各地的残疾人教育专家委员会陆续发挥作用.美国在这一方面的工作体系已相对成熟,本文介绍了美国特殊教育学生鉴定评估工作相关的法律、流程、方法措施等内容...     

Capability and Educational Equality: The Just Distribution of Resources to Students with Disabilities and Special Educational Needs

The ideal of educational equality is fundamentally grounded in the egalitarian principle that social and institutional arrangements should be designed to give equal consideration to all . However, beyond this broad stipulation, the precise content of the ideal of educational equality is more difficult to determine. In this article, I aim to contribute to the debate on equality in education by dealing with the current, contentious issue of provision for students with disabilities and special educational needs. Thus, the paper addresses the question of what constitutes a just provision for these students, and it provides an answer in terms of the capability approach, as developed by Amartya Sen and Martha Nussbaum.     

分析借鉴美、俄聋人高等全纳教育经验——以美国国家聋人工学院和俄罗斯鲍曼技术大学聋人中心为例

美国国家聋人工学院和俄罗斯鲍曼技术大学聋人中心根据聋生的特点,为了使聋生进入健听班级中学习,分别建立了各自的特殊教学策略和教学支持体系,以保证聋生在全纳教育模式下顺利完成学业,并能很快融入和适应社会并参与竞争.本文通过两校实施的具体教学策略,分析了他们的主要特色和优势,并与天津理工大学聋人工学院的全纳教育模式进行了比较,提出了如何通过混合学习(Blended Learning)方式弥补教学支持体系中的缺陷.     

Reviewing the Teaching and Learning of Children with Special Educational Needs: Enabling Whole School Responsibility

Neil Morris, Learning Support Co-ordinator, and Phil Parker, Learning Support Manger, at Colmers Farm School, use 'The four Ps of policy' (Palmer, Redfern & Smith, 1994) to review their own practice in the development of the monitoring and evaluation measures of their school's SEN (Special Educational Needs) provision. They outline their commitment to inclusive education, and analyse the ways in which the strategy of 'Subject Department SEN Reviews' focuses upon teaching and learning styles.     

从特殊教育到全纳教育:特殊需要儿童学习支持模型与实践的转型

《萨拉曼卡宣言》呼吁让有特殊需要的儿童有机会进入普通学校学习,这种全纳教育的成功有赖于普通学校为特殊需要儿童提供的学习支持.本文首先通过梳理文献论述从特殊教育到全纳教育的转型,进而回顾学习支持主体,主要包括主流教师、学习支持教师、助教、学习支持顾问等及其之间的合作.然后通过介绍学习支持的模型包括医学取向、全纳取向和服务连续体的模型,以及综合的生态系统交互模型,进而回顾了英国、美国和南非等国学习支持的不同实践,最后本文基于国外模型与实践为我国学校学习支持的师资配置、模型实践和研究提出了建议,包括教师的职前教育和职后培训,以及全校推进模式的学习支持等.     

英国自闭症儿童的教育现状、挑战及启示

以融合教育安置为主的多形式办学、强调根据儿童和家长需求提供教育服务、重视政策引导和资源配置是英国自闭症儿童教育的三大特点.尽管英国政府在自闭症儿童教育方面做了很大努力,但自闭症儿童目前是英国退学率最高的群体.本文在剖析英国自闭症儿童教育特点和挑战的基础上,结合我国的实际状况,从构建教育服务网络、创设办学标准、培养专业师资、营造心理健康环境等四个方面提出了具体建议.     

上海市特殊儿童家长参与子女早期教育的现状调查

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.     

Education for pupils with profound disabilities: Issues of policy,curriculum, teaching methods,and evaluation

ABSTRACT

This paper discusses some issues in the education of pupils who have profound disabilities. Following an examination of policy and curriculum issues, we review recent research on teaching methods. In particular, we look critically at the concepts and methods of behavioural psychology and its influence in this field of education. We then examine the issue of evaluation of educational outcomes using illustrations from current research at a special school for adolescents with profound disabilities. Finally, we suggest some directions for future research which place the education of persons who have profound disabilities clearly within the mainstream of educational thinking and research endeavour.     

英国华文教育的历史发展与影响因素分析

英国华文教育的发展经历了三个阶段：从20世纪50年代末以前的初步发展,到20世纪60年代初至80年代末形成的第一波热潮,再到20世纪90年代至今的新高潮。目前正面临着机遇与挑战并存的局面。英国华文教育的发展主要受到四大因素的影响：移民潮的涌入构成了英国华文教育两次跳跃发展的直接动因;英国政府语言政策的变革为华文教育的发展提供了政策空间;华人社会的倾力支持为英国华文教育的发展提供了原动力;香港政府的鼎力支持和祖国的繁荣昌盛为华文教育的发展提供了外部环境支撑。英国华文教育的未来变革应注重与主流学校的协调与耦合,以形成合力,相互促进,使华文教育既能满足英国经济与文化教育发展对汉语学习的需求,又能符合英国华人社会对华文教育的基本诉求。     

Changing Understandings of 'Public' and 'Private' in Higher Education: the United Kingdom Case

Where does higher education in the United Kingdom sit today in terms of the public–private distinction, and what does that distinction mean in the higher education context? This article considers these questions and related issues, noting how the particular example of the United Kingdom compares with other systems internationally. Following a historical exploration of the meaning of ‘public’, ‘private’ and other related terms, an examination is undertaken of their currency during the post‐war period in the UK higher education system. This is exemplified through an analysis of the two major British higher education reports of the last 50 years – the Robbins Report of 1963 and the Dearing Report of 1997. It is argued that the contemporary UK higher education system could be seen as suffering from the worst of both worlds, trapped between and suffering from the seemingly contrary pressures of privatisation and nationalisation.     

高等教育中的公立与私立问题--以英国为例的研究

从撒切尔夫人开始,英国就进行了广泛私有化改革,但英国的高等教育仍然由政府部门主导。最近的15年间,英国高等教育的财政制度和学校体制发生了巨大的变革,市场机制在英国高等教育中扮演了越来越重要的角色。在高等教育的结构方面,由过去主要以研究型大学为主,发展为多种类型大学并存。在政府对高等教育的管制方式方面,政府通过质量保证局与研究评估局,加强了对大学的绩效管理。在经费方面,一方面加强了绩效拨款,另一方面强调学生分担教育成本。在大学管理方面,在加强政府监督的同时,也进一步扩大了大学的自主权。这表明私营部门在英国高等教育变革中所扮演的角色越来越重要。     

融合教育背景下芬兰特殊需要学生的支持模式

21世纪以来,芬兰在PISA测试中表现卓越。究其重要原因,芬兰高质量且均衡化的教育背后离不开体系完备、运行良好的针对特殊需要学生的支持模式。在经历了完全隔离式支持模式、半隔离式支持模式和双层支持模式之后,芬兰建立起涵盖一般支持、密集支持和特殊支持的三层支持模式,以尽早发现学生的学习困难,确保所有学生均可以在最佳的环境和适当的支持下受益。此外,这一支持模式还配套了完善的政策法规体系、健全的经费保障机制以及高素质专业化的教师队伍,呈现出平等融合、尽早干预、动态灵活、多元参与以及高度自治等特点。     

我国特殊需要儿童教育诊断评估的研究现状与发展趋势

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。     

Privatisation, Decentralisation and Education in the United Kingdom: The Role of the State

Since the early 1950s, the axis centralisation–decentralisation, especially as thematised in the work of Isaac Kandel, has represented a major focus of comparative studies in education. Kandel argued that issues relating to the internal conduct of the classroom (interna) should, so far as possible, be decentralised, while issues relating to administration, school structure and organisation of the educational system (externa) might safely be centralised. After 1988, successive governments in the United Kingdom have undertaken reforms which have placed more central control on the curriculum and even methods of teaching (interna), while school finance and administration (externa) have been devolved to the school level. The present essay argues that a simplistic approach to centralisation and decentralisation is not likely to be fruitful. Instead, we should acknowledge the role of the State in creating a permissive framework for educational systems. Local action can then be seen as part of a policy accommodating or resisting the implications of that framework.