特殊需要视野中对特殊教育研究的思考

"特殊需要"已成为当代特殊教育的核心概念,关注并建立基于"特殊需要"的特殊教育研究具有重要的理论价值和实践价值,它既为批判和审视以往传统教育实践中对残疾、障碍现象的歧视倾向和根源提供新视角,同时也为实现"满足学生的特殊教育需要"目标、反思特殊教育理论研究、加快特殊教育学科建设提供理论依据和方法论启示。     

A Perspective on Computing and Special Education

No abstract available for this article.     

Special Education Teacher Education: A Perspective on Content Knowledge

The passage of No Child Left Behind and the Individuals with Disabilities Education Act has strengthened the conditions for instructional accountability for all learners. The standards‐based approach promulgated by curriculum and state assessments is central to the accountability of conditions in today's schools; however, national and state data continue to document a performance gap between students with learning disabilities (LD) and their nondisabled peers. Building on 5 years of experience in developing and testing the Blending Assessment with Instruction Program in mathematics, we present three basic principles that are essential to ensuring that students with LD achieve curriculum standards: (1) instruction must be aligned with curriculum standards, (2) teachers' content knowledge is essential to translating curriculum standards into aligned instruction, and (3) instructional methodology should receive greater attention during teacher preparation.     

以辩证的眼光看中国特殊教育的发展

文章审视了中国特殊教育发展过程中存在的若干问题,提出要以辩证的眼光看待其发展过程中传统、现代与后现代的关系．中国与西方的关系,以及特殊教育与其他学科的关系。     

A Role for Music Therapy in Special Education

Music therapy is the planned use of music to achieve therapeutic aims. This article outlines the role and application of music therapy in special education with reference to findings documented in recent research and practice literature. Music therapy in Australia is practised in medical contexts (e.g., nursing homes, hospice care, hospitals) and education contexts (e.g., special schools, regular schools, and special education development units). Music therapists also work in private practice or in community programs.     

专业化视野下的特殊教师教育——关于特殊教师教育培养目标和培养模式的研究

本文从教师专业化理论的视角,结合三年制专科特殊教师教育实践,主要对特殊教师教育专业化发展的必要性、特殊教师教育培养目标和培养模式做一探索。     

特殊需要视野中的特殊教育研究

一、特殊需要概念的提出与确立 需要，是人的生命存在与发展的永恒主题；特殊需要，则是生命基于个体的差异性所表现出对其生存发展的特殊条件的依赖。然而，“特殊需要”（Special needs）作为特殊教育的一个重要思想概念，却是在20世纪中后期，在全民教育运动和融合教育理念的主导精神下，频繁出现于特殊教育领域的。这主要源于特殊教育的服务范式的不断转移。[第一段]     

The Role of Language in Adult Education and Poverty Reduction in Botswana

This study examines the role of language in reducing poverty in Botswana through adult-education programs. Because language is the medium through which human beings communicate and grow intellectually and socially, it should form the basis of any discussion involving the relation between development and education. In order best to respond to societal changes and bridge the gap between the less privileged and the more privileged, adult-education programs should be guided by language policies that are sensitive to this pivotal role that language plays. Language is important in any discussion of poverty reduction because it determines who has access to educational, political and economic resources. The author recommends that adult-education programs in Botswana take account of the multilingual nature of society and so allow learners to participate freely, make use of their indigenous knowledge, and enhance their self-esteem and identity.     

多元智能理论视野中的特殊教育

加德纳在对传统智力理论进行批判的基础上 ,于 1 983年提出了“多元智能理论”。该理论认为 ,个体身上至少同时存在着 7种相对独立、同等重要的智能 ,而且具有不同的表现形式 ,通过教育可以使它们都得到不同程度的提高。研究多元智能理论对于我国特殊教育的发展具有重要的作用     

发展特教是政府部门应尽的责任

特殊教育是我国国民教育的重要组成部分,发展特殊教育是国家法律、法规赋予地方各级政府的重要职责和任务,是一个国家和地区社会文明与进步的标志,也是我国社会主义优越性的重要体现.因而,我们把特殊教育视为社会主义精神文明建设的"窗口"工程,是密切党群、干群关系的纽带工程,是树立党、政形象的形象工程.     

日本特殊教育研究综述

日本特殊教育的历史已逾百年,发展水平属亚洲前列,在日本,由于国家和学界的重视,这个领域的研究已相当成熟,并且仍不断向深度、广度发展。我国的日本特殊教育研究起步晚,迄今为止总体水平尚且不高,但研究的深度和质量不断进步。通过分析百年来日本学者和中国大陆学者的论著,梳理和评述日本特殊教育的研究状况。     

Research in Special Education

Professor Jack Tizard of the Thomas Coram Research Unit, London University Institute of Education, reflects on the Warnock Committee's recommendations on research and the discussion of research and development in special education contained in the report's penultimate chapter     

The School Counselor's Role in Special Education

The purpose of this study was (a) to survey school counselor preparation and perceived and projected role in serving special education students in the southwestern region of the United States; and (b) to determine the status of counselor education programs throughout the nation in preparing counselors to effectively serve exceptional students. The results indicated that 50 percent of the school counselor sample advocated additional involvement with exceptional students, 43 percent felt inadequately prepared to deal effectively with exceptional students, and 60 percent would be more willing to serve exceptional students if their training in special education had been more extensive.     

论特殊教育教师的作用和素质

特殊教育体现了社会对残疾儿童的关怀,可满足残疾儿童的特殊教育需要。没有特殊教育的教师,残疾儿童的潜能和对社会的价值就很难体现。     

The Role of Positive Emotions in Education: A Neuroscience Perspective

Humans are inherently emotional creatures due to our social nature, and emotions are able to influence how well we learn and even affect academic outcomes. Emotions are rarely a chief concern in educational settings, and we will discuss the mechanisms underlying how emotions are processed in the brain and how they influence the key aspects of learning—attention, memory, and motivation. The brain mechanisms of emotional and cognitive relationships are then detailed in order to provide some context within the modern developments of neuroscience. This will help to clarify the relationship between emotions and cognition, and hope to put forward a theoretical map based on neuroscience that helps us to better understand the pivotal role of emotions in students' cognitive activities and ultimately their performance. Various strategies, based on research findings, aimed at creating more positive learning environments are then put forward.     

生态发展视域中的教师继续教育研究

生态发展观将教师继续教育视作教师在一定的社会环境、人际关系中,有效利用各种人力物力资源自我完善的过程。网络环境下合作学习的实施,有利于生态发展取向的教师在和谐共生的学习氛围中,实现个体特殊职业追求。     

治理视角下的公共教育服务问题研究

随着社会经济的发展,公共教育服务引起了广泛的社会关注,成为各国政府和教育管理部门研究和探讨的重点内容之一。在公共教育服务中,除政府这一公认的治理主体外,学校、社会组织、市场、公民个人都是重要的治理主体。公共教育服务中存在的突出问题是治理理念相对缺乏、治理主体相对单一、治理权力过于集中、治理行动相对分散,进而提出构建公共教育服务中的宏观决策机制、管理协商机制、政策保障机制、资源共享机制以及监测评估机制。