多元、多样、多变时代的道德心理学思考

中国社会正处在思想和文化多元、多样、多变的时代,这种时代特点使中国社会面临激烈的道德冲突。如何正确看待和解释这些冲突,能否在“三多”时代寻找到“多”中之“一”、“变”中之“不变”的民族道德价值,如何理性地探讨和认识主流道德价值建构的科学规律,是道德心理学研究的时代使命。     

Balancing acts in the half‐way houses: the role of resourced provisions in mainstream schools

This article by Gordon Stan White, who is SENCo and Head of the Foundation Stage Resourced Provision at Lowerhouses CE School in Huddersfield, considers the role of resourced provisions or ‘units’ within the present school system. Issues discussed include transition, the impact of children being transported out of their local communities, the social and academic benefits and tensions for the children, implications for mainstream teachers and support assistants, and the impact on school standards. The article also discusses the role of resourced provisions in the wider debate over inclusion, analysing whether they are an integral part of genuinely inclusive educational provision or simply make up deficiencies within a fundamentally flawed system. The author concludes that, in the absence of the political will and funding to create a truly inclusive system, although resourced provisions have significant limitations, the access to a mainstream environment with mainstream peer role‐models coupled with specialist support provides the best opportunity within the present system for children with special educational needs to make academic, social and emotional progress.     

A decade of change in mainstream education for children with intellectual disabilities in the Republic of Ireland

Inclusive rather than segregated schooling has been advocated in several significant international declarations during the past two decades. Even so children with significant intellectual disabilities are at greater risk of being excluded from mainstream education, unless particular efforts are made to support them in such settings. These children and young people are more likely to be educated in special schools or in special classes within mainstream schools. In the decade from 2003 to 2013, the Republic of Ireland enacted legislation and provided additional financial resources for pupils with special educational needs, although these were more constrained during the financial crisis that Ireland experienced from 2008 onwards. A national database, updated annually, is maintained of children receiving services from specialist intellectual disability services and this enabled comparisons to be made for the enrolments of over 8000 children aged 4–19 in mainstream and special schools following the introduction of legislation and availability of additional resources. The data showed a steady increase in children with significant intellectual disabilities attending mainstream classes and a decrease in the proportion attending special schools along with a much smaller but decreasing proportion in special classes. The profile of pupils with intellectual disabilities in mainstream and special schools also changed over the 10 years with higher proportions of males, of pupils with moderate disabilities and those of primary age attending mainstream schools, whereas special schools now tend to have higher proportions of females and those of secondary school age. However, there was marked regional variation in the proportions of pupils in mainstream schools which was attributed to the availability of special schools across the State. This study demonstrates how a national data-set can be used to track the impact that policy changes and legislation designed to enhance the development of inclusive learning environments had on the number of pupils availing of mainstream opportunities. It was also possible to identify prevailing trends in types of support provided within schools and the changing pattern of provision for pupils with different levels of intellectual disability. At the broader level of international trends in policy and provision aimed at establishing inclusive learning environments, this study demonstrates the need for a common frame of reference around which the national and international conversations on educational systems can take place.     

The work of classroom assistants in special and mainstream education in Finland

The contribution of teaching assistants, learning support assistants or classroom assistants is becoming increasingly important in inclusive and specialist classrooms. In this article, Marjatta Takala, professor in special education at the University of Helsinki, describes her research into the work of 14 classroom assistants working in a mix of mainstream and special schools in Helsinki, Finland. The results reveal that the tasks undertaken by assistants are different in mainstream and specialist settings and vary also according to the ages of the children involved. The assistants spent more of their time, for example, working directly with children if they worked in mainstream schools. Assistants in special schools, by comparison, spent more time assisting the teacher. Further, assistants working among older children spent more time waiting or simply listening to the lesson than those working with younger children, who seemed to be more actively involved with supporting learning. Marjatta Takala analyses her results by the full range of tasks encountered; according to three broad types of work; and in terms of the planning and co-operation undertaken by assistants and teachers at the class level. Her discussion will be of interest to anyone concerned with the development of support in the classroom and the education of both teachers and teaching assistants.     

Educators’ Challenges of Including Children with Autism Spectrum Disorder in Mainstream Classrooms

Although children with autism spectrum disorder (ASD) are increasingly being placed within mainstream classes, little is known about the challenges that teachers encounter with including them as full participants in the class. This qualitative study draws on a purposive sample of 13 educators who have experience teaching children with ASD within two cities in Ontario, Canada. Through in-depth interviews we asked about teachers’ challenges regarding creating an inclusive environment within their classroom. Teachers reported several challenges, including: understanding and managing behaviour; socio-structural barriers (i.e., school policy, lack of training and resources); and creating an inclusive environment (i.e., lack of understanding from other teachers, students and parents). Teachers recommend that more resources, training and support are needed to enhance the education and inclusion of children with ASD.     

Building inclusion and resilience in students with and without SEN through the implementation of narrative speech,role play and creative writing in the mainstream classroom of primary education

ABSTRACT

Based on the theory of inclusion, the present 3-year pilot program (2013–2016) deals with narrative speech, role play and creative writing as a useful tool to build resilience in primary school students with and without Special Educational Needs (SEN) in the mainstream classroom. The specific aim of the program was to help students develop a series of fundamental psychosocial skills, such as a positive sense of inner self and the ability to cooperate and relate to others by familiarising with them in recognising and expressing the basic emotions of joy, sadness, fear and anger. Under the systematic cooperation among the general education teacher, the special education teacher and the rest of the teaching staff, the concept was to involve the maximum of the school teachers in order to create a Community of Practice, Collaboration, Sharing Learning and Action. Using an action-based research approach, the data from the present work allowed the participating students to demonstrate a range of socio-emotional skills, including those necessary for self-awareness. Similarly, the teachers involved in the project in each class built positive relations with their students and the rest of the teachers as well, whom they encouraged to participate in various collaborative tasks through similar programs.     

Towards systemic support of pupils with emotional and behavioural disorders

Children with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be improved to enhance positive effects on the functioning of pupils with EBD in particular. Theoretically, three sets of educational conditions seem most relevant; the instructional and social–emotional environment, the system of detection and intervention, and the support given to teachers and schools. Case studies were conducted at twelve mainstream primary schools in five different regions in the Netherlands. The results show that the schools focus on providing an adequate social–emotional environment and a corresponding system to detect and manage EBD. However, they lack a coherent pedagogical–didactic structure to integrate diagnosis, special or mainstream curricular levels and materials, and reliable or valid evaluation of social learning results. In addition, they mostly lack a systematic approach to obtaining information from and collaborating with parents and other professionals or external agencies. Specific educational and instructional changes are suggested as concrete possibilities to improve early detection, intervention, and prevention with respect to EBD in mainstream primary schools.     

政府应该创造主流化经济—由罗斯福新政中建立麻梭浅滩水电工程的效果推导

在网络经济时代,企业的竞争力的一个重要表现是看其是否能够创造“主流化”经济。作创造性地把“主流化”从微观引申到宏观经济领域。对于政府与市场,作不是停留于政府是否干预经济的无休止争论上,而是从美国经济发展中,具体讲是通过罗斯福新政中建立麻梭浅滩水电工程及其经济社会效果,推导出一政府也应该创造和推进“主流化”经济。而且,适应世界经济发展和国际竞争的需要,作提出有必要从迅猛发展的信息网络中,从人才的聚合效应上,从制度均衡的效果上创造“主流化”经济,以促进国家经济的持续发展和竞争力的提升。     

以学生的发展为本，确立学生在学习中的主体地位——大学生主体性发展实验研究报告之一

影响大学生主体性发展的因素，主要有学生的专业兴趣、对大学学习方式的适应性和学习心理障碍等；高校要营造大学生主体性发展的制度环境和人文环境。要让学生有对专业、课程、学业进度的选择权；要通过深化教学改革，组织多种活动促进学生之间、师生之间的互动，培育学生的主体意识、问题意识、竞争意识、合作意识。     

思想政治课中的意识形态性问题

思想政治课是对青年学生进行思想政治教育的主要渠道。思想政治课的主旨是教育和引导学生认同和接受社会主义主流意识形态。在思想政治课教育教学中,遮蔽或淡化其意识形态性有违背该课程设置的初衷。