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Frances James 《欧洲特需教育杂志》2013,28(2):222-230
ABSTRACT This paper describes a collaborative project between the staff of twelve mainstream schools and Suffolk Local Education Authority staff which has aimed to develop differentiated teaching strategies. The project has developed teaching and assessment techniques for pupils with literacy difficulties and approaches to delivering aspects of the whole curriculum to pupils with special educational needs. The project recognizes the central importance of mainstream teachers if integration for pupils with special educational needs is to be a truly meaningful educational experience. 相似文献
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One wrong assumption about reality is sufficient to ensure the failure of education policy. For a variety of reasons, too many people have ignored realities in policies such as the No Child Left Behind Act. Individuals who are serious about reforming or improving education, general or special, must confront realities in at least the following areas: measurement, statistical distributions, measurement error, labels, special services, teacher responsibilities, and teacher training. Enacting or supporting education policy that is known to be seriously flawed is unacceptable and tantamount to the criminal conduct of someone who markets goods with known safety defects or harmful effects or of someone who ignores critical realities in the conduct of business. 相似文献
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This investigation addressed the use of problem-solving teams (PST) to support general education teachers working in inclusive classrooms. Eight teams in a high-poverty elementary school that had recently implemented an inclusive program were the focus of the study. Teachers noted several benefits of PSTs, including social support, learning new instructional approaches, obtaining practical help with problems, and improving practice through reflection. However, there were several problems with the teams, primarily related to the logistics of team meetings. Finally, analysis of teacher dialogue revealed several features of meetings that contributed to meeting productivity. The implications of these findings for practice are discussed. 相似文献
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