Research Supplement: Integrated Nurseries for Children with Special Educational Needs

The authors are educational psychologists in the Sheffield school psychological service. Geoff Lindsay also teaches at Sheffield University. They describe three pre-school units for children with special educational needs and consider problems for integrating such children into the mainstream.     

Computer Use with Children with Special Educational Needs in Primary Schools

The use of computers to enhance the learning of children with special educational needs has many advocates. Such children in mainstream schools, however, may be failing to obtain the full benefits of computer aided learning through limited resources and lack of teacher expertise. After a period of advisory work in this field, Bill Goler is now teaching in a special school for pupils with moderate learning difficulties. His article is based on a dissertation for the Master's degree at Manchester University.     

Creating Integrated Environments for Young Children with Special Needs

More and more frequently, infants and preschoolers with special needs are being included in classrooms with typically developing children. This article suggests ideas for teachers—practical ideas about how to cope with the challenge of inclusion, how to address the needs of the group as well as how to further the comfort and learning of each child in an integrated setting.     

试论大特殊教育观

本文从我国社会基础,特殊教育发展趋势,特殊教育与普通教育关系,服务对象概念的变化,特殊教育安置形式和实践特征等方面阐述了大特殊教育的观念,宏观地勾画了我国特殊教育发展的新前景     

The Assessment of Special Educational Needs for Bilingual Children

Tony Cline, Professor of Educational Psychology at the University of Luton and Chair of the Editorial Board of NASEN Journals, examines the challenges that face those involved in the assessment of the special educational needs of children for whom English is an additional language. He rejects some notions of the ideal that have stood in the way of achievable good practice and argues for a closer look at the learning environments in which children are placed.     

特殊儿童回声性言语的语用功能

回声性言语是一种特异性言语形式,常见于自闭症儿童、弱智儿童、语言发展迟缓儿童以及特异性语言儿童等群体。本文从回声性言语定义、类型、成瘾,互动价值及语用功能等方面,对特殊儿童出现的回声性言语进行了分析。     

有特殊教育需要幼儿随班就读研究报告

随着教育事业的发展,有特殊教育需要幼儿的入园人数已显著增长, 学前随班就读的一体化教育体制已成必须。虹口区十二所幼儿园就普通幼 儿园随班就读的管理、师资建设、评估与安置、教育策略等方面进行了随班就 读的教学实践研究,对幼儿园中如何进行特殊儿童的教育进行了探索,并讨 论了学前随班就读成功的原因以及所存在的问题。     

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.     

普通幼儿园有特殊教育需要儿童的在园生存现状

本研究采用问卷调查法,以269名浙江省普通幼儿园一线教师为调查对象,考察浙江省普通幼儿园融合安置的有特殊教育需要儿童的在园生存现状,结果发现浙江省普通幼儿园有特殊教育需要的儿童在增加,但这些儿童在普通幼儿园的生存现状不容乐观,他们能够参与的活动和课程类型有限,且质量存疑;容易遭到同伴的拒绝;被认为对周围环境中的他人存在负面影响.此外,幼儿教师关于特殊教育、融合教育的知识与技能极度缺乏,其对接纳有特殊教育需要的幼儿的认识和教育能力有待进一步改善和提高.     

Stress, Burnout and Workload in Teachers of Children with Special Educational Needs

Whilst stress in teaching has received much attention in recent years, for teachers of children with special educational needs (SEN) specific stress-related research is relatively rare. This study sought to address this issue by investigating stress, burnout and workload in teachers of children with special educational needs. A postal questionnaire was sent to 56 ordinary schools and eight schools for children with moderate learning difficulties (MLD), eight for children with severe learning difficulties (SLD) and eight for children with emotional and behavioural difficulties (EBD). The schools were situated in inner city, urban and rural areas in the south-east of England. A total of 221 teachers responded. Results indicated that, whilst generalised claims for burnout may not be justified, within all three special school settings there was evidence of a high level of emotional exhaustion as measured by the education version of the Maslach Burnout Inventory (MBI). In addition, all groups were subject to long hours of work, and work overload was high for ordinary school SEN teachers and teachers working in MLD and SLD settings. Reference to sources of intense stress indicated some differences according to setting but generally implicated workload and challenging behaviour. The conclusions are that further research into stress and burnout of SEN teachers is required if effective coping and preventative strategies are to be designed.     

Use of the Touch Sensitive Screen with Children who have Special Educational Needs

This article is based on the dissertation for the degree of B. Ed (Honours) awarded by Birmingham University in July 1987 to the author when she was a student at Westhill College Birmingham. Beverley Elf is now teaching at Mandeville School, Ealing.     

儿童语音发展的研究方法、对象及规律

儿童语音发展的研究已有了比较成熟的方法 ,主要有日记式追踪研究、大样本研究、以及语言学研究方法。语音发展的研究对象从正常儿童逐步扩展到特殊儿童 ,对象的年龄扩展到学语前儿童 ;从儿童语音发展的顺序以及语音错误的表现形式中 ,可以发现一些规律 ,对于儿童的言语和语言教育具有一定的指导意义。     

全纳教育视角下特殊儿童的教育公平

全纳教育的核心内涵就是教育公平.特殊儿童作为弱势群体中一个规模较大的群体,在其接受教育时,用全纳教育的思想指导,更有利于特殊儿童享受公平的教育权利.本文基于全纳教育视角,试图从受教育权利平等、教育过程的公平及教育结果的公平三个方面论述教育公平理念,并在此基础上提出促进全纳教育的发展是促进特殊儿童教育公平的有效途径.     

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.     

Toys and Materials as Setting Events for the Social Interaction of Preschool Children with Special Needs

The present study compared the effects of social and isolate toys as setting events on the social interactions of 2 pre-school-aged children with special education needs in a setting that approximated a regular pre-school environment. A single subject alternating treatment design was used for 3 days a week over a 7 week period. Findings of this study showed there was no consistent overall difference between social and isolate toys. This was in contrast to previous studies that have found differences in interaction patterns across conditions. There were also two unanticipated findings from the study. While there was no evidence of an overall difference between social and isolate toys, there was some evidence of an interaction. Students with special education needs tended to interact more with each other when using isolate toys and tended to interact more with regular peers when using social toys. Further, it was also found that particular toys from both social and isolate classifications were consistently associated with social interaction across both subjects while other toys were not associated with social interaction. This raises questions about the validity of traditional classifications of toys and materials. The use of toys to promote social interaction is a potentially valuable technique but this study raises questions that indicate a need for further research.