Teacher Support Teams for Special Educational Needs in Primary Schools: evaluating a teacher-focused support scheme

This paper reports on part of an evaluation of teacher support teams (TSTs) as a special education needs (SEN) support strategy in primary schools. Using a mixture of quantitative and qualitative evaluation methods, it focuses on areas derived from a theoretical framework for understanding schools’ approaches to SENs. TSTs were set up and run in six of the eight schools, with meetings of between 30 and 45 minutes, usually during lunchtime or after school. Most of the referrals were about behaviour problems, though many were about learning difficulties. The support included providing emotional encouragement, specific approaches to managing behaviour, teaching strategies and consulting others. Referring teachers reported that their TST experience led to increased confidence and some improvements in the children, while TST members themselves believed that they had gained much from the TST experience. Overall the study showed the feasibility and benefits of setting up TSTs in primary schools. The findings are discussed in terms of the wider benefits of TSTs and their relevance to special needs policies and the implementation of the SENs code of practice.     

国外融合教育师资培训的部分经验和启示

融合教育理念和实践的发展对师资提出了更高的要求和挑战,师资水平成为制约融合教育质量的关键因素之一。本研究归纳和总结了部分国外融合教育师资培训项目在培训人员、培训内容和培训形式上的共同做法和经验,在此基础上,对我国融合教育师资培训提出了建议。     

Genomics Literacy: Implications for Teaching Students with a Range of Special Needs

Recent developments in genomic-based knowledge is challenging educators to learn more about the early precursors of various difficulties children experience in learning and how they can use this information to identify preventative strategies or strategies that minimise their effect. The purpose of this article is to provide a brief outline of what is already known about some genetic disorders and some other disorders currently identified in the genome, the role of the teacher in understanding individual student needs, and how teachers can address some of the challenges posed. This article is fundamentally a review of the literature concerning genomics and genomic literacy and the implications for teachers in regular classes.     

Foreign Languages for All

The subject working group appointed to advise the Secretary of State on modern foreign languages in the National Curriculum reported in July and its recommendations for attainment targets, programmes of study and statements of attainment were published in October in its final report. Gwen Thomas, lecturer in French studies, Reading University, and Ruth Nichols, senior inspector for special education, Berkshire Education Authority, summarise and comment on some of the recommendations and relate them to local practice.     

Computers for Special Needs Populations:

No abstract available for this article.     

Support provision for students with Special Educational Needs in Irish Primary Schools

The provision of support for students with special educational needs in schools is seen as a critical factor in the development of inclusive education. The means through which support is provided, continues to be based upon assumptions that individualized learning approaches may remediate learning difficulties. This paper reports findings from a longitudinal study of provision for students with special educational needs conducted in The Republic of Ireland. The authors identify in‐class and withdrawal approaches to support and consider the impact and efficacy of these. It is suggested that the withdrawal of students from class continues to be a dominant model, and that this approach has limitations and may not be conducive to the promotion of inclusive practice. Drawing upon data obtained through interviews with service users (students and parents/carers), and service providers (teachers, paraprofessionals, principals), and those gained from a national survey, the authors present the authentic voices of individuals to illustrate the experiences and opinions of those directly involved in special education in schools.     

普通学校特殊儿童支持系统的建立与运作

本文切中目前随班就读中的难点与关键问题 ,建立普通学校为特殊儿童服务的资源室 ,形成普通学校中服务特殊儿童的支持系统及运作模式。通过实践探索出资源室的服务功能、工作特点等 ,并形成了在三个层面、三条线上建立起来的结构严谨、运作灵活的有效支持模式。     

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!     

教师网络化再学习需要具备的能力

利用网络提高教师素质和教学水平,是教师再学习最为便捷、有效的方法.而开展网络化再学习,关键在于发展自识别能力、自选择能力、自建构能力、自调控能力和自评价能力.     

美国特殊儿童转衔服务及其对我国的启示

当前我国特殊儿童由学校向成年生活的转衔面临严峻问题,而美国在此领域卓有成就。因此,分析美国转衔服务取得成功的经验将有助于寻找推进我国转衔服务的途径。美国的成功经验有理论为指导、法律为保障、财政为后盾、合作为途径。根据我国的实际情况,推动我国的特殊儿童转衔服务可采取以下措施加强转衔理论研究;推进特殊教育立法,将转衔写入法律;加大特殊教育经费投入,促进康复和职业教育的发展;促进机构间合作形成合力;强化宣传,推动社会对残疾人的接纳;提高特教教师制定和执行个别化转衔计划的能力。     

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.     

Research on Teacher Thinking and Implications for Teacher Training

In teacher training it is necessary to take into account the practical knowledge student teachers have about teaching. Student teachers should have the opportunity of integrating theories that are being taught with their own practical knowledge. This can only happen if the student teacher recognises the theories as being relevant to their teaching practice. To facilitate and stimulate such an integration process, teacher trainers need to have insight in the content and the development of the practical knowledge of teaching. This content and development will be described and there will be given some implications for teacher training.     

Science Materials for Special Needs

Science opportunities for children with special educational needs are often restrictive, sometimes non-existent. Books and teaching programmes designed to meet their needs are still relatively few. A new American approach which not only offers hands-on and problem-solving experience but is also designed for teachers who are not science-trained is arousing interest among British teachers too. Sue Dale Tunnicliffe, team leader of the primary science and technology advisory teachers, London Borough of Richmond upon Thames, describes the new materials.     

外语考试与交际能力的培养

针对目前高校外语考试中所存在的问题,提出对知识和能力同时进行考核的必要性和重要意义;通过对两张典型卷子进行分析的基础上阐述了扣分和加分的对比效果。     

Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation

The Tennessee Value-Added Assessment System (TVAAS) has been designed to use statistical mixed-model methodologies to conduct multivariate, longitudinal analyses of student achievement to make estimates of school, class size, teacher, and other effects. This study examined the relative magnitude of teacher effects on student achievement while simultaneously considering the influences of intraclassroom heterogeneity, student achievement level, and class size on academic growth. The results show that teacher effects are dominant factors affecting student academic gain and that the classroom context variables of heterogeneity among students and class sizes have relatively little influence on academic gain. Thus, a major conclusion is that teachers make a difference. Implications of the findings for teacher evaluation and future research are discussed.     

近现代中西文化交流典范对国际化外语人才培养的启示

在全球化背景下,我国对国际化外语人才的需求愈加迫切。对戈鲲化、陈季同、辜鸿铭、林语堂等近现代中西文化交流典范人物的成长历程和共同特征进行细致考察和总结,在此基础上思考和探讨中西文化交流典范对当今国际化外语人才培养的启示作用。     

Religion as a Support Factor for Women of Color Pursuing Science Degrees: Implications for Science Teacher Educators

This study explores the influence of religion as a support factor for a group of Latina and African-American women majoring in science. The current project is a part of a larger study that investigated persistence factors of underrepresented woman who were enrolled as science majors at United States colleges and universities. This paper focuses on one theme that emerged among six participants who disclosed how religion was a significant influence on their persistence in science fields. The strength and support offered by religious values is certainly not specific to science content; however, the support received from their beliefs highlights a potential area for further exploration. Given the importance of increasing participation by students from diverse backgrounds into science fields, it is critical to recognize how some of these differences may be the key factors influencing the way these students look at the world. This study offers evidence that science educators need to consider what role religious beliefs have for students who may be considering science or science education as a future career, particularly for those students from underrepresented groups.