家庭供养模式下农村残疾儿童的社会融合路径研究

从社会融合角度来看,我国农村地区残疾儿童的家庭供养模式存在着不足和缺陷,有效解决的途径是建立一个以权利为本、关注潜能和消除障碍的社会途径。     

Educational inclusion in Singapore for children with physical disabilities

Under Singapore’s inclusive education policy, children with mild physical disabilities are integrated into mainstream schools. There is currently no known published research yet in Singapore on the outcomes of inclusion for children with physical disabilities. Internationally, recent research had compared the school experience of children with physical disabilities to that of their typically developing peers. This study examined the social and academic impact of educational inclusion for children with physical disabilities. It investigated how their participation in school activities, academic performance, self-esteem, peer relationships, and social/emotional development compared to that of typically developing schoolmates. A total of 60 clients (n = 30 with physical disability; n = 30 typically developing students; age range = 8 to 16 years) in a local primary and secondary regular school participated in the study. The children with physical disabilities met academic expectations in school and had comparable levels of self-esteem, but experienced peer problems and participated less in school activities. Understanding children’s overall school experience is critical to becoming an inclusive society that enables children with a range of disabilities to benefit academically and socially. Implications for practice and future research were discussed.     

关注农村“留守儿童”的亲情教育

很多农村"留守儿童"与父母长期分开生活后,缺乏来自父母的亲情呵护和家庭教育,加上和父母、监护人、学校老师情感沟通不畅,使许多留守儿童的情感需求长期得不到满足,造成亲情缺失,影响他们健全人格的形成和身心的健康发展.依据农村留守儿童的情感生活现状,分析亲情缺失所产生的问题,指出加强农村留守儿童亲情教育的重要性,最后提出解决农村"留守儿童"亲情教育的对策.     

论农村留守儿童家庭教育缺失及学校对策

针对家庭教育缺失所导致的农村留守儿童出现的各种问题,学校必须采取各项措施来进行缓解甚至解决,并为他们营造一个和谐的生活学习环境,使留守儿童健康快乐地成长。     

An evaluation of policies and programmes related to children with disabilities in Botswana

Abstract

Globally, most children with disabilities are neglected by society. Research shows that the majority of the world's 450 million people with disabilities are found in developing countries (Sullivan and Knutson, 1998 and 2000). This study seeks to: (a) identify available programmes of education and policies that are aimed at helping children with disabilities in schools; (b) determine the nature of services that are available to disabled children in schools; and (c) determine some strategies that the government and society can use to help children with disabilities in Botswana schools. A qualitative, explorative and contextual research design was used for this research. Data were collected using a document analysis from the Revised National Policy of 1994, in which the Special Education Policy is set out; the Botswana Population Census of 1991; and the Botswana Centre for the Disabled News Letter of 1999. Researchers collected data from these documents by making detailed notes. The study found that there are too few schools, and inadequate facilities, for children with disabilities in Botswana.     

Barriers to and strategies for parental involvement in the education of children with disabilities in primary schools in Bahir Dar City Administration,Ethiopia

This study explores barriers to and strategies for parental involvement (PI) in the education of children with disabilities, using a qualitative case study design. Using the purposive sampling technique, five parents and five teachers were selected for interviews. Data obtained through semi-structured interviews have been analysed thematically. The findings demonstrated that PI was hindered by various barriers related to parents (including parents’ low level of education, income and negative attitudes), schools (such as principals’ and teachers’ negative attitudes, the lack of invitations given to parents, and the lack of a welcoming environment) and children (including their unwillingness to pass school invitations on to their parents). In addition, the study identified strategies to increase PI, including effective communication and partnership, training, a welcoming environment, sending invitations, and establishing and utilising resource centres and individual education plans. Overall, the study highlighted the barriers to PI and tactics to increase PI. It is apparent that educative programmes should be designed by schools and other relevant bodies to address the barriers to PI.     

The benefits and challenges of the integrated programme for children with disabilities in mainstream kindergarten-cum-child care centres in the Hong Kong Special Administrative Region: implications for social change

Initially developed from policies implemented under British rule, the integrated programme for children with disabilities has not been widely publicised in the context of early childhood education in the Hong Kong Special Administrative Region (HKSAR). Local communities have responded differently to the integrated programme implemented in mainstream kindergarten-cum-child care centres (Kg-cum-CCCs), which serve children from 2 to 6 years old. This study focuses on the perceived benefits and challenges of the integrated programme implemented in mainstream Kg-cum-CCCs. Thirty stakeholders (18 school personnel and 12 parents of children with and without disabilities) from six integrated Kg-cum-CCCs took part in a series of semi-structured in-depth interviews, providing a comprehensive database for this study. The data were analysed with reference to previous studies on the integrated programme for children with disabilities in the context of the current educational experience in the HKSAR. The findings indicate that the stakeholders believe that the integrated programme can benefit children with and without disabilities, but that it can also cause challenges for these children. Implications for policy and practice are discussed.     

Classification of children with learning problems and the establishment of special classes in Delaware from the 1930s to the mid-1940s

ABSTRACT

This study focuses on J. E. Wallace Wallin, who recognised the rights of children with disabilities to receive an education, and who tackled the scientific classification of children and the provision of special classes in the state of Delaware from the 1930s to the middle of the 1940s. This study intends to clarify how Wallin recognised and classified children who exhibited learning problems, and how he provided an educational environment for them. Wallin advocated the democratic philosophy of providing differentiated education based on the individual differences among children. He classified children with learning problems as “mentally deficient”, “backward”, and “special subject-matter disabilities”. He also recommended special educational treatment in not only special classes but also regular classes. He insisted that regular class teachers and special class teachers share the responsibility of educating children with disabilities. However, in addition to tailoring education based on the diversity exhibited by children with learning problems, it is essential to tailor it for disabled children in public school special classes established in their communities. In terms of both human and material resources, it was difficult to address learning problems suitably in regular classes while improving the quality and quantity of education in special classes.