高校残疾体弱学生参与体育保健课状况的调查

残疾体弱学生接受平等教育是实现教育公平的具体体现,是当前构建和谐社会,促进协调发展的重要环节。运用问卷调查的方法和访谈法,对参加了体育保健课的高校残疾体弱学生与没有参加体育保健课的学生进行比较,并对他们参加体育活动的态度和目的、项目以及阻碍参与体育运动的原因进行探讨。结果表明,开设体育保健课的学校的学生参与体育活动的人数明显高于其他未开设体育保健课的高校;他们参与的最大目的是进行身体康复、增强体质;但是由于有限的时间、场地和项目以及自身的生理因素,极大地影响了他们参与的积极性。     

河北省随班就读残疾儿童体育教育现状调查与分析

采用文献资料、问卷调查、数理统计等研究方法,对来自河北省6个地区的39所有随班就读残疾儿童的普通学校领导、体育教师和残疾学生进行调查,结果表明：领导和教师对接纳残疾儿童随班就读持消极态度,对残疾儿童体育教育没有给予应有的重视,随班就读生体育意识差,体育课出勤率和课外体育活动参与率都很低,教学内容“常人化”,不符合残疾儿童特点。文章分析了原因并提出对策和建议。     

From Policy to Practice in Higher Education: The experiences of disabled students in Norway

Knowledge about disabled students in higher education is fragmented. It is therefore difficult to assess whether policy goals actually promote better conditions for disabled students. The aim of this article is to take a closer look at the experiences of disabled students in Norway and, in light of policy goals, to identify obstacles in the higher education system. This study is based on qualitative data from in-depth interviews with disabled students in higher education. The findings indicate that an educational reform in Norwegian higher education seems to have helped to strengthen disabled tertiary students’ potential for learning, but there are a number of critical periods during their studies when it is imperative for disabled students to get the adjustment needed.     

Towards equality: the voices of young disabled people in Disability Rights Commission research

Increased participation and success in education for disabled people will improve their social inclusion and benefit society in general. In this article Louca‐Mai Wilson discusses Disability Rights Commission research on education and its implications for policy and practice. Research findings are considered in relation to the need for the voices of young disabled people to be heard in research, policy and planning. A key finding was that young disabled people want to be regarded and treated as equal to their peers, with the same rights of access and educational opportunity. But schools and educational establishments vary in their willingness and capacity to address and remove existing access barriers. Inclusion is a key issue for many young disabled people; many feel isolated at school and college and often have lower expectations about their future than their non‐disabled peers. Inclusive practice and participation are key to ensuring that disability equality in education is achieved.     

随班就读轻度智力残疾学生写作能力研究

本研究做了随班就读轻度智力残疾学生写作能力的调查,目的是了解这一特殊群体写作能力的发展,研究共收集530份3-5年级随班就读轻度智力残疾学生和普通学生的语文考试试卷,对试卷中写作部分的字、词、句、篇进行分析和比较.结果显示,随班就读轻度智力残疾学生的写作能力低于普通学生,且个体差异较大,但随着年级的增长,随班就读轻度智力残疾学生的写作能力在逐渐提高.建议在对随班就读轻度智力残疾学生写作能力的培养上,从低年级起对此类学生加强基础知识教育、充实写作内容,并挑选适合的作文命题逐渐训练随班就读轻度智力残疾学生的写作能力.     

新疆地区普通学生融合教育态度研究

采用自编问卷对新疆地区8218名小学三年级至大学四年级普通学生融合教育态度进行调查与分析。结果发现:普通学生对融合教育持比较积极态度,其中情感和行为意向最积极,但对残疾学生的认识有待进一步提高。总体上,普通学生对融合教育态度从小学到初中、高中呈上升趋势,步入大学后稳中有降。性别、是否独生子女、年级、区域、居住地、是否听过残疾人事例、学校是否有残疾人、班级是否有残疾人、是否接触过残疾人是影响学生融合教育态度的重要因素。基于以上结果,从加强对低年段学生融合教育态度的正向引导与干预;推动高等融合教育发展,改善大学生对融合教育的态度;加强农村地区融合教育支持保障体系建设;增进普通学生与残疾学生的接触,提高对残疾学生的正确认识四方面提出对策。     

Rethinking the role of open and distance teaching institutions

This investigation compared outcomes in disabled and non‐disabled students taking courses by distance learning with the Open University UK in 2003. Students with mental health difficulties showed poorer course completion than non‐disabled students. Students with restricted mobility and students with other disabilities showed lower pass rates than non‐disabled students. Students with dyslexia or other specific learning difficulties showed lower pass rates and poorer grades than non‐disabled students. Finally, students with multiple disabilities showed poorer course completion, lower pass rates and poorer grades than non‐disabled students. Accommodations to support disabled students in distance education need to be focused on different groups of students with particular disabilities.     

Disabled Peers and Student Performance: Quasi-Experimental Evidence from China

This paper analyzes the academic peer influence of disabled students in the classroom, exploiting the random student–classroom assignment within middle schools in China. We show that the share of disabled students in a class has a significant negative impact on the academic achievement of their non-disabled classmates. This adverse influence remains largely stable over time when the classroom composition stays constant. We further find that the social spillovers of disabled students are attributable to their disability status rather than to their disability-correlated characteristics. An investigation into the mechanisms shows that disabled children lead to worsened learning environment and increased social interactions of their classmates with disruptive peers at school. There is no evidence that disabled children impair the learning efforts or the educational aspirations of non-disabled students in the same classroom.     

Voices and choices: how education influences the career choices of young disabled people

The changing British society with new commitments to educational inclusion for disabled people should mean increased individual freedom of choice and greater chance of participation. However, juggling this with the continuing emphasis on education for the economy brings the danger of new forms of social exclusion of those who do have different needs and require additional support to take advantage of opportunities and make informed decisions about their professional futures. This contradiction encourages the deteriorating academic and career-oriented foresight of special schools and the inclusion of all disabled students in mainstream education, without providing enough support to cater for the diversity and differentiation it generates. This paper adds to this debate by reporting on the work in progress of a project funded by the European Social Fund, concerning the educational experiences of a group of young disabled people still in full-time mainstream or special education. It presents some personal accounts of the young people's perceptions of how their educational environment influences their personal aspirations for future careers and post-school choices. This research strives to give a voice to young disabled people, informing policy concerned with young people, education and transitions to work.     

远程高等教育残疾学员心理健康状况因子分析——以广西广播电视大学为例

为了了解残疾学员在远程高等教育学习环境下的心理健康状况,为今后探索残疾人远程高等教育提供参考依据,文章运用因子分析法中的主成分分析法,对影响残疾学员心理健康的主要因素进行了分析。分析结果认为,残疾学员的心理问题集中体现在自我意识、自我评价、学业情绪、孤独感等方面,学习焦虑问题较突出,不同专业学员总体的心理健康水平存在差异。建议关注课程设置、学习环境与残疾学员心理健康之间的关系。     

The Use of Computers in the Education of Open University Students with Disabilities

Abstract

In 1988 the Open University is implementing a major new policy on the use of computers in its courses; students taking certain courses will be obliged to have access to a microcomputer. This new policy has many far‐reaching consequences, not least for students who are disabled. In the past most computing in Open University courses has been done by students using terminals in local study centres, linked to the University's mainframe computers. Also, a number of students who are disabled have used computers in their studies, principally for word‐processing written work. By interviewing disabled students who have taken such courses, and surveying other disabled students, it has been possible to anticipate to some extent the likely impact of the home‐computing (HC) policy. Results suggest that for many disabled‐ students the HC policy represents an improvement in their opportunities; now they will be able to study courses involving computers entirely at home. However, a number of problems have also been identified. Hopefully, as many of these have been recognised at an early stage, it will be possible to address them before they affect students directly.     

残障大学生就业现状及对策研究

残障大学生作为弱势群体,其就业受到多方面的影响.近年来,残障大学生的就业问题受到社会各界的广泛关注,需要学校和社会共同承担社会责任,改善残障大学生的就业现状,纠正残障大学生的错误观念,为残障大学生营造良好的就业环境,提升残障大学生的就业率,确保就业质量.     

残疾人高等教育院校支持性创业体系的建构

为残障大学生提供竞争条件下的支持性就业乃至支持性创业,是提升残障大学生自身价值和生活质量的重要环节,具有深刻的实践意义。但在我国大学生创业率和创业成功率普遍偏低的情况下,残障大学生要自主创业还存在很多制约因素。从残障大学生王翔扬长避短、实现自主创业的个案分析,以及总结其个人特点和创业经历,可以得出,残疾人高等院校应创新育人环节,让残障大学生树立创新创业的意识;发挥专业优势,提升创业专业的竞争力;加强创业实践环节,提升残障大学生的创业实践能力;增强残障大学生的创业心理品质教育,培育其良好的创业品质;国家和政府也应制定相关政策法规,为残障大学生营造良好的创业环境。     

特教中专残疾学生SCL-90评定结果分析

本研究采用分层随机取样法,自山东省特教中专选取盲生、肢残生和聋生共200人,自济南民政学校抽取健全生200人,以SCL-90量表为研究工具,按照严格的施测程序来完成的.研究表明残疾学生总的心理健康水平极其显著地低于健全学生;由于残疾原因不同,三类残疾学生心理障碍的表现也略有不同肢残生在躯体化得分上显著高于聋生,在人际关系敏感上显著高于盲生.     

Fixing Special Education

The current system of educating disabled students provides financial incentives to schools to overidentify students as disabled and underserve those that are identified. The incentive to overidentify is caused by providing schools with additional funds as more students are placed in special education categories that are ambiguous to diagnose and require relatively low additional expenditures to address. The incentive to underserve is caused by high information and transaction costs imposed on parents using the legal process to obtain desired services. An efficient alternative to the current system is to offer disabled students vouchers worth the cost of their education in public schools with which they can attend a private school if they wish. This article considers empirical analyses of the relationship between financial incentives and overidentification as well as the potential benefits of vouchers for special education. It concludes that vouchers for special education are a promising idea for improving the quality of education for disabled students while constraining growth in special education enrollments.     

Helping Each Other: Relations between disabled and non-disabled students on Access programmes

his article highlights issues concerned with the nature of relationships between disabled students and their non-disabled peers in further education. An investigation of the relationships between disabled and non-disabled students is undertaken within a critical ethnographic framework. The interaction between students is located within a wider societal context, with a particular emphasis upon identifying the impact of oppressive social forces. Deaf students, and students with dyslexia are the particular focus of this article as a case study within a wider disability debate. The findings point to a lack of contact between disabled and non-disabled children in primary and secondary education as being an important factor in relationships between these two groups in tertiary education. A variation in experience is highlighted between the different colleges and also different Access programmes within the same institution, which raises questions about notions of fairness and equality within the Access system. Recommendations are made for the recruitment and induction of disabled and non-disabled students leading to a more integrated approach.     

Visible images of disabled students: an analysis of UK university publicity materials

This paper analyses the portrayal, within UK universities’ publicity materials, of disabled students and disability services. Basic public relations practices explain that an organisation should know its audiences and focus its messages accordingly. We argue that recruitment is an issue which cannot be ignored in discussions of learning and teaching. It is a fundamental aspect of higher education: without students there would be no learning, teaching or curriculum. By failing actively to recruit disabled students, universities will miss out on the diversity and valuable contributions of an important group. Our analysis indicates that recruitment of disabled students does not appear to be a priority in many universities. There are significant numbers of prospective disabled students in the community; some universities could be taking more proactive measures to recruit this group of students.     

In,out or somewhere in between? Disabled students' and teacher aides' experiences of school

Disabled students' entry to the (compulsory) education system in New Zealand is often conditional upon the presence of untrained teacher aides, who are frequently regarded as the ‘solution to inclusion’. This widespread practice has occurred within a research and policy void, despite the growing body of international research literature that contests its efficacy and equity. Drawing from the findings of a qualitative study, the purpose of this paper is to develop an understanding of the school experiences of disabled students, from their and teacher aides' perspectives. Interpreted within a framework of current disability, social justice and sociology of childhood theorising, the findings are presented as a continuum of educational contexts, in which students (and aides) were (1) fully included in all aspects of school, (2) partly included/assimilated in aspects of school life, and (3) excluded from regular school. The findings are consistent with those of international research in illuminating the pivotal, complex and ambiguous role that aides play in both helping and hindering disabled students' educational presence, participation and achievement. The paper concludes with an outline of changes that may be instrumental in bringing about a more inclusive education system for all students.     

北京高等教育中的残疾学生——北京13所高等学校残疾学生现状调查

作者通过对北京地区13所高等学校中的残疾学生、部分健全学生和教师进行问卷调查,归纳提炼出目前残疾人高等教育的特点、问题及应改进的建议,具有一定的创新意义。本文探讨的全纳式高等教育模式对残疾大学生的培养和我国高等教育的和谐与全面发展也具有重要的意义。     

When digital capital is not enough: reconsidering the digital lives of disabled university students

The relationship that disabled university students have with both their technologies and institutions is poorly understood. This paper seeks to illuminate this relationship using the conceptual lens of digital capital. The results from a study that explored the technology experiences of 31 disabled students studying in one university were analysed with a view to revealing evidence for both cultural and social digital capital. The analysis suggests that disabled students possess significant levels of both cultural and social capital, but that there are times when this capital is compromised or insufficient to enable students to fully benefit from technologies. Possessing digital capital does not appear to guarantee complete inclusion into university life.