Agreement on Childhood Disability between Parents and Teachers in Vietnam

The purpose of the present study was to examine agreement on childhood disability among the teachers and parents of children with cognitive delays in Vietnam. The participants were 57 teachers in kindergarten programmes (for children 2 to 6 years of age), and 106 mothers and 93 fathers of the children attending these kindergarten programmes. The data were collected using the ABILITIES Index and a demographic information form. The results indicated that teachers rated the children’s level of functioning more severely, especially in the areas of intellectual disabilities and behaviour problems, than mothers and fathers. Logistic regression that examined the factors that predicted the agreement and disagreement among parents and teachers revealed that teachers and parents were more likely to agree when the child’s disability was genetically related or physical. Screening, diagnosis and treatment issues can become more challenging for children with intellectual disabilities who do not have such physical and genetic conditions, especially when the agreement between parents and professionals on the conditions of the children is low.     

经合组织成员国“家长参与教育”概况及启示

国外“家长参与”(parental involvement或parent involvement)研究表明,家长参与学校教学与管理对孩子从学前到高中毕业期间的学习成绩具有积极的影响(Swap,1991),学生竞争力的增强,技能的发展,潜能的开发以及动机的激发都是父母参与的“副产品”Winter,1994)。     

What Do Parents Think About Kindergarten?

The research discussed in this paper examines parental involvement in Kindergartens in Poland and is part of a large international project based on Bronfenbrenner's theory of the ecology of the development of the human being. Parents of children in Kindergartens all over Poland were interviewed about their expectation of both the teacher and the setting in which their child had been placed. New legislation has created possibilities for collaboration between parents and teachers and the research explores the changes this might give rise to. It questions whether parents and teachers really want to share the responsibility for the Kindergarten programme and asks parents about the role they feel they should be playing.     

正确看待我国收入分配中的贫富不均现象

改革开放以来，我国经济的发展非常迅速，取得了令人瞩目的成绩，在收入分配方面却出现了收入差距过大的现象。它主要表现在城乡，地区，不同行业之间的收入差距扩大，我认为，它的存在不会导致两极分化，而是实现共同富裕过程中的伴生现象，我国政府应积极地采取一系列措施：运用收入政策，建立健全调节收入的法律法规，完善社会主义保障制度，加大扶贫力度，推进城市化，实施西部大开发等手段进行调节。     

Living with Children with an Intellectual Disability: Parents Construct their Reality

This paper reports a study that adopted an interpretivist paradigm as a basis for parents and researchers to co‐create a discourse that outlines life experiences as they relate to parenting a child with an intellectual disability. Repertory grid methodology was employed to inform the process of discourse development. A model of the five interrelated systems of events or issues that impinge upon the perceptions of parents of children with an intellectual disability is proposed. In addition, details about the group's perceptions of those environmental events or issues that are pertinent to living with and caring for a child with an intellectual disability are reported.     

Parents as cotherapists in think aloud

Results of two case studies in which parents served as cotherapists in a social cognitive problem-solving program are presented. Larry, nine years old, was referred due to distractibility, immaturity, and impulsivity. Robert, eight years old, was referred for aggressive behaviors. Training occurred once a week for 50 minutes for 17 weeks for Larry and for 15 weeks for Robert. Parents were included in training in an effort to promote generalization and transfer of training outcomes. The parents' role included cognitive modeling, reinforcing, providing problem situations from the prior week, and extending training through generalization tasks at home. The following dependent measures were obtained in a pre-post design: Conners Teacher and Parent Rating Scales, Sociometric measures, WISC-R Mazes and Block Design, tests of consequential and means-end thinking, and observations of task-relevant and irrelevant self-verbalizations during Mazes and Block Design: Treatment effects were found for both boys on the parent and teacher versions of the Conners questionnaire. Larry improved in task relevant self-verbalizations, Mazes performance, and consequential and means-end thinking, but he did not improve on the sociometric measures. Robert improved on the sociometric measures, but not on task-relevant self-verbalizations, Mazes, Block Design, or consequential or means-end thinking. While these results are encouraging, limitations of the study limit generalizability of findings. Studies of the long-term benefits of training are needed to determine the cost effectiveness of incorporating parents as cotherapists in social cognitive problem-solving therapy.     

美国学校家长志愿者探析

家长志愿者是美国家长参与学校教育的一种重要形式,有利于学校共同体的发展;为了充分发挥家长志愿者的作用,美国学校既注意广泛征募家长志愿者,对他们进行深入的了解和专门的培训,又注重给他们安排适宜的工作,对他们加以科学的评价.这启示我们要深刻认识家长志愿者的价值,全面开发家长志愿者的资源,大力表彰家长志愿者的奉献.     

What Parents Need to Know About Counseling and Psychotherapy

Today's college and university students find mental health services far more available and acceptable than did students in their parents' generation. But even bright and well-educated people still tend to attach stigma to getting help with emotional problems and the considerable developmental challenges of the college years. Parents are advised to acknowledge their sons and daughters needs to grow psychologically and to try to reduce the stigma. Practical information about services is provided, major kinds of crises-including sucicide threats, substance abuse and psychotic breakdown- are discussed, and psychotherapy is described as a process of experiential learning. In conclusion, some results of college student psychotherapy are noted.     

Psychoeducational Support for Parents of Children with Intellectual Disability: An Outcome Study

The pressures frequently encountered by the parents of children with chronic conditions and the concomitant impact on family life have been well‐documented. Family‐focussed interventions have been advocated to address parents’ difficulties. The present evaluation study was undertaken to ascertain long‐term outcomes of the psychoeducational support program, Caring for Parent Caregivers. The aim of the program is to empower the individual and thereby strengthen family resources. Quantitative and qualitative analytical procedures, which included the written evaluations of treatment subjects, were employed to examine program effectiveness. For the fathers and mothers of children with disabilities, psychological health and well‐being was assessed on the General Health Questionnaire, using a pretest and follow‐up control group design. Results showed a statistically significant difference between groups, 12 months after treatment, with program participants displaying less emotional distress than control group subjects. The positive direction of behavioural and attitudinal outcomes, which emerged from evaluation of the small group intervention, were similar for both mothers and fathers. Overall satisfaction with the program was very high, with useful recommendations for program development and for future research and practice being identified.     

Using Peers as Trainers to Increase an Autistic Child's Social Interactions

This report presents a data‐based intervention designed t o increase the social interactions between an autistic boy and his nondisabled peers. A “loose training” prompting tactic was used to teach the child to initiate to the peers. After several training sessions the autistic child increased his spontaneous interactions (a) with the training peers in non‐training, generalizationsessions and (b) with non‐training peersin the generalization sessions. The results show promise for the discovery and implementation of generalization tactics that promote the social integration of disabled and nondisabled children.     

试论经济全球化及社会主义国家的发展

当前全球化已成为世界不可阻挡的历史潮流。在这一潮流中,又是以经济全球化为核心的。《共产党宣言》中早有关经济全球化的论述,社会主义国家应该在全球化的历史背景中把握自己、发展自己。     

异质性劳动的收入分配难题研究

同质性劳动是指从质上来看完全相同的劳动,异质性劳动是指某一种具体劳动成果在质的维度上看差异巨大的劳动。按劳分配制度与同质性劳动的契合凸显了公有制的优越性,但是,异质性劳动的比较和换算困难,使按劳分配制度面临着“失灵”的尴尬。基于此,公有制经济与非公有制经济共同发展的中国特色社会主义基本经济制度,是历史发展的必然选择。     

The Perceptions and Experiences of Taiwanese Parents who have Children with an Intellectual Disability

Most research into family care‐giving has been undertaken in western, English‐speaking societies with little cognisance taken of possible differences across cultures. Home‐based interviews were conducted with 117 mothers and fathers in Taipei City, Taiwan and five main themes were identified using content analysis. Three themes expressed the impact of the child on family functioning, parental health, and levels of stress and two themes described parents’ coping strategies and sources of support. Although these themes broadly replicate findings from other cultures, certain features of Taiwanese–Chinese society appear to accentuate the impact on mothers especially of having a child with an intellectual disability. The implications for the provision of family‐centred services are discussed, especially in helping parents to recognise their strengths and coping capabilities, and to promote their influence in changing cultural attitudes.     

新课程需要什么样的培训者

新世纪,中国揭开了建国以来第八次基础教育课程改革的序幕。基础教育新课程师资培训成为新一轮中小学教师继续教育工程的核心内容。面对数以千万计的中小学教师,面对新课程倡导的全新教育理念,我们需要什么样的培训者呢?笔者以基础教育新课程骨干培训者省级培训工作为切入点,以培训对象——广大中小学教师的需要为出发点,对这个问题进行了一些调查和思考。     

智力落后学生家长关心孩子的什么

本文采用对于这个孩子,目前您最发愁的事情是什么这一问题,对64名智力落后学生家长进行了调查.结果发现,智力落后家长最关心的主要是孩子的学习、工作、生活;年级越低,关心学习的家长越多;年级越高,关心工作的家长越多;男生家长比女生家长更为关注孩子的工作.     

Parents as adult learners in family-centered early education

Several concepts from the adult learning literature are described that relate to working with parents of young children who are deaf. It is proposed that an adult learner perspective makes an important contribution to the family-centered philosophy and knowledge base that guide the development of practice in early intervention. Three areas are discussed: the context for adult learning, that is, the life situation of adults, including their social roles and responsibilities and experience; learning related to transitions in the adult life cycle; and transformative learning, which examines the ways people make changes in how they understand their experience. Implications for practice in early childhood education are presented.     

中、美、英家长教育权利的比较

本研究对家长的外延进行了扩展,对家长教育权的内涵进行了辨析和界定,通过家长教育权内容的中外比较研究,阐释了家长教育权的性质和行使家长教育权的原则.