新时代普通高中育人方式的价值取向与实践路径

新时代国情的转变,使中国教育迎来新任务与新使命,普通高中育人方式亦随之面临新挑战、新机遇。为了完成新任务、新使命,抓住机遇,迎接挑战,需要对普通高中育人方式做出相应变革:秉持全面发展、全纳教育、个性共性兼顾、服务终身、学以致用的价值取向,改进课程与评价方式,助力全面发展,搭建平台和空间践行全纳教育,完善管理机制,平衡个性与共性,加强发展指导,服务终身发展,开发实践渠道,促进学以致用。     

特殊需要儿童进入普通幼儿园的困境和策略

普通幼儿园中特殊需要儿童数量正在逐步增加,但有特殊需要儿童进入普通园比率较低,生存状态不佳。这是由于政府扶持力度不大、园所重视度不高、幼儿教师学前融合教育知识和技能缺乏以及园内外环境支持系统缺失等原因造成。各地应提高对学前有特殊需要儿童教育事业的重视,加大职前、职后学前融合教育师资培养和培训力度,组建家、园、校、医为一体的专业团队,建立资源教室等支持系统,使有特殊需要儿童与普通儿童享有一样的受教育权利。     

对特级教师李镇西“全纳育人”的思考

特级教师李镇西的＂全纳育人＂基于＂生命影响生命＂的理念,目的在于建构尽可能大的成长共同体。李镇西＂全纳育人＂的类型包括女儿、学生、教师、家长;展开路径表现为先期育己、主动育人、人主动求育;愿景在于实现每一个生命的成长、发展及完善。     

全纳教育背景下残障学生参加大规模教育测试的现状分析及完善建议

在国际全纳教育改革背景下,一些国际大规模教育测试中残障学生参加比例偏低甚至缺失的问题,逐渐引起国际特殊教育和全纳教育领域研究者的关注。为深入探究这一现象,以PISA、TIMSS测试为例,基于2项测试的官方报告,从样本选择、题目编制和结果报告3个方面对残障学生参加比例较低或缺失现象进行探究。在此基础上,结合我国残障学生参加大规模招生考试相关规定和实践,就进一步完善残障学生参加大规模教育测试提出3点建议:1)保障残障学生参加教育测试的权利;2)为残障学生参加测试提供合理便利;3)针对残障学生测试结果提供相应的成绩报告。     

Exploring the Relations between In-service Training,Prior Contacts and Teachers’ Attitudes towards Persons with Intellectual Disability

This study investigates the relations between teachers’ attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N?=?118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective and behavioural components of attitudes towards persons with ID. Correlational and multivariate regression analyses were performed. Frequent contacts with persons with ID and experience of including a child with ID increased the likelihood of reporting prior positive contacts with persons with ID. In turn, this was associated with less discomfort towards persons with ID and more willingness towards interactions. In-service training on ID was related to better knowledge of rights and capabilities of persons with ID. Experience of including a child with ID in general education classrooms increased the likelihood to report feeling competent in teaching children with ID, which predicted more willingness to include children with ID.     

Pre-service teachers’ perceptions of simSchool as preparation for inclusive education: a pilot study

The shift towards the inclusion of students with disabilities in regular schools has meant that general classroom teachers need to be skilled in educating students with a diverse range of needs and abilities. Together with theoretical study and as a supplement to practical experience, teacher educators have begun to explore virtual and simulated classrooms to help prepare pre-service teachers for the complexity of the teaching profession. In this pilot study, we examined the perspective of pre-service teachers on a classroom simulation program called “simSchool.” Two-hour-long tutorial sessions focusing on catering for student diversity and the educational needs of students with autism spectrum disorder were conducted. The pre-service teachers’ responses to an 11-item questionnaire are discussed, highlighting the potential of simSchool as well as some current limitations of this approach in the context of Australian teacher education courses.     

Inclusive work at a European level: a case study

In this article, Paul Stephenson and Glynis Rumley describe the way in which educators in Kent have developed strong links with their colleagues and neighbours from Nord Pas de Calais in France. From a variety of projects undertaken, some of which were assisted by funding from European sources, children of all abilities and needs have been able to work and learn together. The PILOTE programme, developed in Kent by the local education authority's Modern Foreign Languages (MFL) team, has been used to overcome language barriers and, by making learning fun, has enabled both adults and children alike to communicate with each other during the project work which has been undertaken. From a strong emphasis upon enjoyment and within a natural context for learning, teachers with little previous foreign language experience have been empowered to enhance their children's language skills. The approaches used have been relevant both to children in the mainstream situation as well as those in specialist provisions. The ‘Above and Beyond Barriers’ projects have enabled children to find out more about their European counterparts and communicate with them in a meaningful and enjoyable way.     

普惠金融视角下的现代农村制度建设研究

普惠金融理念注重弱势群体享受金融服务的权利,正在被社会各界所接受。本文从普惠金融视角出发,分析现代农村金融制度的特征,面临的困境与前景等问题,并进一步剖析了当前新型农村金融定位、发展现状与前景、存在的问题与困境,提出了"加大对农村新型金融机构的补贴"、"发挥地方政府的积极性,建立激励约束机制"等建设性的政策建议。     

From special to inclusive education in Macau (SAR)

The education for learners with special education needs (SEN) in Macau (SAR), China, has gradually transitioned over the past 30 years from a completely segregated approach to a more inclusive one. Following a review of the development of special education and the transition towards inclusion in Macau, consideration is given to the enactment of inclusive education in mainstream schools. Interviews with the leaders in a primary and secondary mainstream government school in Macau outline the ways in which learners with SEN are included in mainstream schools. The discussion focuses on a range of issues regarding the inclusion movement in Macau, including management, schooling and the inclusive model that is applied.     

Exploring organisational perspectives on implementing educational inclusion in mainstream schools

Achieving equality remains a major challenge in schools globally. In Hong Kong, the current education policy has a core value that all students have the right to learn. Policy-makers and school personnel are struggling to find ways of catering for diverse learning needs in schools. Early in 2006, a self-initiated inclusive educational project has linked one mainstream school and a special school. Their project can be seen as a pioneer in the field of education, for it provides concrete recommendations to other education practitioners on initiating whole-school participation and joint-school partnerships, integrating such collaborations into the culture of the school, and encouraging teachers committed to student voice and engagement. This article records the qualitative case study comprising the teachers' self reports to demonstrate how teachers re-shaped their perceptions, beliefs and behaviours as they developed and implemented a school-based inclusion project. It is expected that the findings of this study will assist educators to further understand present challenges in the school system regarding managing diversity and attaining inclusive education goals. In particular, local schools are now facing the challenge to implement inclusive education.