Mainstreaming remains the goal

Conclusion Special-needs children continue to have difficulty finding mainstream placements. Issues which have not been resolved in the fifteen years since handicapped children were admitted to schools discourage least restrictive environment placement. These issues include the isolation of special-needs children in schools, the increasing numbers of eligible children as funding decreases, the short-age of trained personnel, and the questions of efficacy and cost effectiveness. The right to a public education in the least restrictive environment is mandated by law and is fiscally, and socially, good practice. Mainstreaming, which has significant advantages for special children, their families, and society, should become an educational priority.Doris Bloom is a registered occupational therapist and provides consulting occupational therapy services for special education programs.     

Mainstreaming the autistic‐type child

Mainstreaming as a philosophy guiding education is as important for the autistic child as for any other individual with special needs. While attempts at mainstreaming the autistic‐type child may be problematic, modifications of the concept itself can be useful. Adopting a normalization principle, together with strategies designed to facilitate transition to more normal instructional settings can improve chances for success.     

Mainstreaming: Parental perceptions

Parents of learning disabled, mentally retarded, and emotionally disturbed children were surveyed regarding their reactions to mainstreaming handicapped children. Results indicated that parents of learning disabled children were significantly more supportive of this educational procedure than were the other two groups of parents. Possible reasons for this difference are discussed.     

常熟高专信息化建设现状与发展

介绍了常熟高专校园网等信息化设施基本装备情况,并通过多媒体教学课件研制、教师教育技术培训、教育信息资源库建设和技术保障工作四个方面,简要介绍了常熟高专信息化软件平台建设的现状,提出了常熟高专“十五”后期信息化建设所面临的任务。     

Counselor Trainees' Attitudes Toward Mainstreaming the Handicapped

This study reports the results of a questionnaire on attitudes toward mainstreaming handicapped students administered to graduate counseling students at a Midwestern university. Implications for counselor education programs are suggested.     

Mainstreaming: the genesis of an idea

The origins of the mainstreaming movement are explored. Problems of definition are discussed and followed by a delineation of three major forces which induced the genesis of main‐streaming. The first is research based evidence dealing with the rationale for special classes, the efficacy of special class placement, philosophical attacks on special classes, the issues of labeling and classification, and criticisms from minority groups. Litigation which challenged long established practice is considered as the second major force. Court cases dealing with the right to education, assessment procedures, appropriate educational placement, and due process are reviewed. Finally, legislative mandates are a third force considered as bringing change to special education. Specifically, the ramifications of PL 94‐142 are explored. The analysis of antecedent events is considered important for appreciating the past, understanding the present, and aiding future planning.     

Mainstreaming Gender into Schools in the Taiwan Context

Gender mainstreaming and gender equity education are specific practices for creating a gender-equitable society. Gender mainstreaming tools can be used to help educational institutions engage in more thorough consideration when implementing gender equity education. This article addresses gender mainstreaming, gender equity education, and the concept of gender mainstreaming in the education system, followed by a discussion of mainstreaming methods using two actual cases. The author argues that providing professional assistance and setting up a school gender equity education committee are ways to improve the quality of gender mainstreaming in schools. To promote gender mainstreaming in schools, education authorities can begin by proposing small-scale experimental programs and scale them up gradually. This will achieve superior results, and schools can also use the experiences of other schools as reference points.     

培智学校教师对残疾儿童随班就读的态度研究

本研究对培智学校教师随班就读的态度调查结果进行了分析.结果表明,从总体上讲,教师对残疾儿童随班就读的态度是积极的,但存在一定程度的不够理解或偏见,甚至有拒绝、隔离的倾向.不同的年龄阶段存在着差异性,总体上而言,40岁以下的年龄组,更倾向于支持随班就读.不同职称的教师态度在个别分测验的结果上也存在差异.学历、性别、参加培训与否与他们的态度关系不大.     

法学教育中社会性别主流化的实现途径

随着社会性别在主流理论中的认同,法学教育必然受到重新审视,社会性别主流化理应成为实现性别平等的强劲动力,而且社会性别观念的引入和贯彻也是法学教育不断发展过程中需要始终坚持的努力方向。法学教育中受教者与教育者的两性性别有着不同的意义。开设性别与法律这类的专门选修课程可以为合理的法律知识结构提供外在框架,将社会性别主流化意识渗入法学必修课可以为合理的法律知识结构提供实质内容,同时应以社会性别意识增订新的教材、审视和修订旧有教材。通过引进判例法教学方式,改革讲授法教学方式,培养教师性别平等意识,由因材施教而至因性别施教等方式,在必修课程和选修课程中培养新生法律人树立性别平等意识,从而推进社会性别主流化。     

Attitudes of Elementary Classroom Teachers Toward Mainstreaming

The purpose of this study was to investigate attitudes toward mainstreaming issues of elementary classroom teachers undertaking an introductory course in special education. Subjects were also queried about how they felt P.L. 94‐142 was perceived by other interested groups and indicated their estimates of the manageability of students with special needs within the regular classroom. Findings support the need for comprehensive in‐service training programs designed to modify attitudes of regular teachers.     

Attitudes of Parents and Teachers toward Mainstreaming

A questionnaire measuring attitudes toward mainstreaming was completed by teachers and parents at two primary schools, one of which had initiated a mainstreaming program in Year 1 classes. Results indicated that attitudes of parents and teachers at this school were more negative than those of their counterparts at the school with no mainstreaming program. Despite this apparent relationship between contact with disabled children and a negative attitude towards mainstreaming, a significant association was found between amount of experience with disabled children and a positive attitude towards mainstreaming. Among explanations proposed for these discrepant findings is the suggestion that attitudes expressed prior to experience with mainstreaming may not be an accurate guide to views held after its implementation.     

普通学校随班就读学生的课程建设

随班就读的课程建设是成功的融合教育的关键。随班就读课程主要分为与普通教育基本一致的课程和为随班就读学生特别设置的课程。不管随班就读学生的障碍程度如何,都应把普通教育课程作为随班就读课程建设的基础。     

都市报主流化转型的策略及途径

都市报向主流媒体转型是与时俱进的必然选择。都市报要迈向主流,就必须全方位强化时政新闻的地位;做好民生新闻,加强新闻策划、挖掘新闻的社会内涵,营造一个有利于各阶层、群体表达的公共信息平台;从理念、内容、形态、角度四方面做好时事评论,提高舆论引导的渗透力和影响力;整合报纸资源、积极开展社会公益活动,促进和谐社会建设     

聋校课堂主体性教学研究——互动式学习活动的实施策略

主体性教学是培养、发展每一个学生的自主性、合作性、创造性并在课堂教学中进行的一种师生多向互动的、学生主动参与的教学过程.     

革命、改良与革命、晚清革命的起因

本讨论革命的成因,特别是晚清革命的成因,认为现存政权统治衰弱、社会广泛不满和新思潮兴起、以及社会结构变化是历史上革命发生的基本原因。就革命与改良的关系来说,有时改良会避免革命,但更多的情况是改良引起了革命。19世纪末20世纪初,列强的冲击造成清政府衰落加剧,清政府无力抵抗列强侵略导致广泛的社会不满,从而引起了清王朝的统治危机,而晚清新政引起的社会结构及社会思潮变革加速了清政府的灭亡。