法国对外职业教育援助:动因、实践与特征

为提升法国国际影响力、维护经济利益以及实现全球可持续发展目标,法国对外提供职业教育援助,在政府、院校与社会层面开展了援助实践。在政府层面,法国开展官方发展援助,由法国开发署提供一体化职业教育援助项目;在院校层面,法国高等职业院校积极招收留学生,建设跨国职业教育项目,促进与受援国院校间的合作与交流;在社会层面,法国企业、非政府组织以多种方式积极参与对外职业教育援助。法国对外职业教育援助呈现出援助区域广泛但重点突出、援助主体多元、援助策略因地制宜、援助管理过程注重质量保障的特征。     

浅析日本国际合作机构对外教育援助评价制度

在提高对外援助效果这一国际潮流的推动下,各捐赠国越来越关注援助的有效性问题,并积极完善本国的教育援助评价制度,以实现对援助项目的有效监测和评估。经过一元化改革后的日本国际协力机构,扩大了评价对象和目的,导入了成果主义,完善了外部第三方评价,建立了一个全方位的内外部评价体系。     

我国学前融合教育发展的现实困境与路径选择

学前融合教育的模式日益成为学前特殊教育的一种趋势。我国学前融合教育发展面临的困境主要体现在本土化理论研究缺乏、教师实际操作能力不足、立法保障和社会支持缺失及幼儿园课程设置不符合融合教育要求等方面。结合国外融合教育的发展现状,提出应结合本土实际情况吸收借鉴国外先进经验,构建起国家、教师及同伴的支持体系,组建由正式支持、早期干预以及非正式支持组成的帮扶体系,为特殊幼儿家庭提供干预服务。     

全纳教育、全纳学校、全纳社会

全纳教育是一个全新的教育理念 ,也是国际教育研究的一个新领域。全纳教育的理念需要全纳学校来实践 ,因而全纳学校是不同于以往的普通学校和特殊学校、也不同于后来的一体化学校 ,它是一种新型的教育模式 ,在教育、社会、经济方面均具有极大意义。全纳教育理念和全纳学校实践的目的是要促进形成一种追求社会公正、机会平等和民主参与的全纳社会。为此 ,在现存社会中对阻碍这种追求的任何障碍都应该加以确认、质疑和消除。全纳教育的理念指导我们实施全纳学校 ,全纳学校的实践促使我们走向全纳社会。     

概观德国不来梅州学前融合教育

不来梅州是德国最早创办和发展学前融合教育的州之一,到目前已经从理论到实践形成了一个完整而系统的学前融合教育体系。本文概要介绍了不来梅州学前融合教育的内涵、理念、政策法规、服务模式、诊断和评估、课程和教学等问题。     

全纳教育思潮背景下我国教育改革路径探析

20世纪末期兴起全纳教育发端于特殊教育,后逐渐扩展到整个教育领域,在国际上产生了广泛深远的影响。在全纳教育思潮的启示下,我国当今教育改革要树立全纳的观念,遵循平等和多样化原则,在课程设计、教学、专业素养形成等方面都要发生一系列的变革。     

国外职前融合教育教师培养模式及其对我国的启示

融合教育的普及与质量提升对融合教师提出了更高的要求。当前教师培养的模式需要进行调整以应对融合教育带来的挑战。本文对国外两种主要的融合教育教师培养模式进行了介绍,分析了两种模式的课程调整方式、课程调整内容、课程实施方式以及两种模式各自的优缺点,并在此基础上,针对我国的融合教师培训现状,提出了融合教师培养的若干建议。     

全纳性教育与全纳性思想──参加“中国一体化教育学术研讨会”有感

本文从我国的国情出发，阐明了全纳性教育思想和全纳性精神在我国推行全纳性教育工作中的地位和作用，并指出“全纳性教育思想”是全纳性教育的精神支柱。     

Do inclusion practices for pupils with special educational needs in the English as a foreign language class in Israel reflect inclusion laws and language policy requirements?

The study of additional languages is mandatory for all pupils in most European countries. Usually, the first foreign language is English. This is due to the status of English as a global language. According to inclusion laws, pupils with special educational needs (SEN) should be taught in regular classes with support services by teachers with special education training. Often, however, foreign language teachers lack training and do not know how to adapt teaching methods for pupils with SEN in the regular language learning class. In this study, 109 elementary school teachers filled out questionnaires examining practices and attitudes about inclusion of pupils with SEN in the English as a foreign language (EFL) class in Israel. Findings indicated that pupils with SEN are included in regular EFL classes, taught with the same materials as the class, usually by teachers with no specialised training and no teaching assistants. Teachers are not always encouraged to take in-service courses on how to teach these pupils. No significant difference were found between teachers with and without special education training regarding inclusion practices, but slight differences were found with regards to attitudes towards inclusion of pupils with SEN. The majority of teachers felt that pupils with SEN should be taught in special education settings with specialised materials, and not in the regular education class. These findings raise questions regarding the efficacy of inclusion laws and language learning policies.     

Discourse in a small class: the ‘diverge-converge pattern’ and ‘relaxed freedom’

In an attempt to uncover differences in student behavior as a function of class size, the author observed a small class and a large class for 15 hours each and conducted interviews with eight students who were members of both classes. Two trends emerged from these qualitative data. First, a ‘diverge-converge’ pattern was evident in the small class (absent from the large class) in which students were much more able to get back on task after becoming off-task or off-topic. Second, the atmosphere in the smaller class was more relaxed and had a very conversational tone.     

全纳学校中的辅助教师

全纳学校的成功在很大程度上取决于辅助教师的工作。辅助教师在全纳课堂中的作用主要是辅助任课教师的教学 ,满足有特殊需求学生的各种需求 ,促使有特殊需求的学生更好地融入普通学校中。辅助教师的任务十分艰巨 ,不仅在准备上课、课堂教学、辅助医疗、健康教育、班级管理等方面给学生提供帮助 ,而且在学生活动、个人卫生、人际交流等方面都要提供辅导和帮助。辅助教师和任课教师在全纳课堂中既相互合作又责任明确。但在辅助教师工作方面也还有许多问题值得探究。     

全纳性学习环境的生态化建构

全纳性学习顺利进行和有效实现需要建构一个生态化的学习环境。基于建构主义学习观的基本假设 ,以家庭、普通学校、特殊学校、社区为基本要素的全纳性学习环境通过物质、制度和意识等不同层面的展开 ,并在相互作用和交互作用中构成一个立体的环境网络 ,特殊需要儿童就在与这个动态演化环境的互动中进行意义的建构和认知与人格的生成     

Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all

As the concept of ‘inclusive education’ has gained currency, students who would previously have been referred to specialist forms of provision, having been judged ‘less able’, are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in inclusive classrooms. This paper reports findings of a study of a new initial teacher education course that starts from the premise that the question is not whether teachers have the necessary knowledge and skills to teach in inclusive classrooms, but how to make best use of what they already know when learners experience difficulty. The theoretical rationale for the development of the course is outlined and examples of how teachers might engage in more inclusive practice are presented.     

Reforming special education in Scotland: tensions between discourses of professionalism and rights

In 2001, the (then) Scottish Executive embarked on a process of reform of the SEN framework in Scotland. This paper analyses negotiations between different social actors, principally local authority staff and parents, in the formation of the legislation and its subsequent enactment. Data are drawn from an analysis of responses to consultations, official statistics and parent and local authority staff perceptions of the reforms as revealed in questionnaire surveys. It is argued that policy frameworks based on professionalism and bureaucracy have tended to dominate in Scotland, with a rights framework emerging much more recently. The legislation attempts to strike a balance between the different actors, although, in implementing the legislation, local authorities have sought to neutralise aspects which they felt tipped the balance of power too far in favour of parents. Parents have responded by campaigning as citizen‐consumers, and appear to be having a growing influence on Government.     

全纳教师教育的困境与走向：政策、课程和方法——基于联合国教科文组织《促进全纳教师教育》报告的解读

全纳教师教育是全纳教育的重要支撑和保障,关乎全纳教育实现的进程和质量。目前全纳教师教育面临着政策、课程和方法上的困境和挑战,政策的制定和实施缺乏多方教育利益相关者的协调、合作与统一,课程呈现出开发单一、实施不畅的现状,而实施全纳教师教育的方法更是需要全方位考量和融合所有影响因素。为了更好更快地促进全纳教育的发展,全纳教师教育要以政策、课程和方法三位一体,施行政策引导、课程塑造、方法实践的路径,全力提升教师教育的全纳能力。     

中国全面推进随班就读工作的可行性分析

就可行性而言,全面推进随班就读工作具备如下条件:(1)义务教育阶段随班就读经验为推进随班就读工作奠定了基础;(2)当前普通教育环境发展形势有利于推行随班就读工作;(3)国内外实证研究说明推进随班就读工作可以促进残疾学生和普通学生的发展.     

试论中国全面推进随班就读工作的必要性

全面推进随班就读工作对国家更好地保障残疾人享有平等的受教育权、更好地获得社会生存权,并促进社会和谐发展有重要作用.我国全面推进随班就读工作的必要性如下:一是人权需要,即保障残疾儿童少年的受教育权利,促进教育公平;二是政治需要,即增进残疾儿童与普通儿童的融合程度,促进社会和谐;三是现实需要,即增加学习机会,提升受教育质量,保障残疾儿童受教育权利实现;四是残疾人发展所需,即为残疾人融人社会、提高生活质量奠定基础;五是顺应国际趋势,即从隔离式特殊教育逐步走向融合教育是教育的发展方向.     

日本全纳教育的实施体系、改革方向及面临的问题

日本全纳教育的特有形式为＂特殊需要教育＂,它的实施体系包括普通班、特殊需要教育班、资源教室、特殊需要教育学校及访问教育。日本政府从法律上、财政上对全纳教育大力支持,日本学校从特殊需要资源教室的设立、特殊需要教育学校功能的扩展、加强联合活动与学习等方面进行改革以迈向全纳教育。当前日本全纳教育还面临着观念、师资培养以及高年级学生回流等问题。     

新时期我国普惠性学前教育研究的焦点与走向

普惠性学前教育作为我国学前教育发展新时期中的热点问题,随着三期学前三年行动计划的开展实施相关研究不断拓展深化。为洞悉我国普惠性学前教育研究的现状和趋势,采用质性和量化相结合的文献分析方法,借助CiteSpace软件呈现的关键词共现图谱,对新时期我国普惠性学前教育研究的发展脉络、演进趋势进行了扫描和透析。提出研究的未来走向:注重理论建构,夯实学理基础;提升研究效度,理论实践相依;创新范式方法,打造多元生态。