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Beryl Ndongwa Bamu Elisabeth De Schauwer Sara Verstraete Geert Van Hove 《International Journal of Disability, Development & Education》2017,64(6):612-623
Although some initiatives are implemented in the education of students with hearing impairments in the regular school, challenges are still encountered in their education. This article which is part of the results from an ongoing qualitative study in the North-West region of Cameroon addresses the different initiatives and challenges involved with including students with hearing impairment in regular schools. Interviews, participant observations as well as field notes were the main instruments used in collecting data from the six teachers and six students with hearing impairments who participated in the research. Academic support, classroom placement and the way of working of the sign language interpreters were considered the major initiatives and challenges in the education of the students with hearing impairment in regular schools. It is apparent that adequate adjustments have not been made within the schools to meet the needs of the students with hearing impairments. This hence questions their actual inclusion in the regular school. 相似文献
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The Lesson Study for Accessible Science (LSAS) project created middle school teams comprised of both science and special education teachers who engaged in collaborative work to improve instruction in inclusive classrooms. The intervention is based on Lesson Study, a professional development approach that originated in Japan, which supports the systematic examination of practice and student understanding. Using an experimental design, teams of teachers were randomly assigned to the LSAS intervention or to a wait‐list comparison group. The results of this study suggest that science and special educators in the LSAS intervention were able to generate more accommodations for students with learning disabilities, and they increased their ability to set an instructional context and adapt an instructional plan to meet science learning goals for all students in an inclusive classroom. They did not, however, show significant increases in their knowledge of science content or learning disabilities. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1012–1034, 2012 相似文献
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全纳学校中的辅助教师 总被引：3，自引：0，他引：3
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。 相似文献
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Computer-Mediated Intersensory Learning Model for Students with Learning Disabilities 总被引：1，自引：0，他引：1
Soonhwa Seok Boaventura DaCosta Carolyn Kinsell John C. Poggio Edward L. Meyen 《TechTrends》2010,54(2):63-71
This article proposes a computer-mediated intersensory learning model as an alternative to traditional instructional approaches
for students with learning disabilities (LDs) in the inclusive classroom. Predominant practices of classroom inclusion today
reflect the six principles of zero reject, nondiscriminatory evaluation, appropriate education, least restrictive environment,
procedural due process, and parental and student participation. These practices guide the amended Individuals with Disabilities
Education Act (IDEA) of 2004. For nearly 35 years the act has championed for the rights of children with disabilities. The
act mandates that students with LDs are educated in the general education classroom (Hock, Deshler, & Schumaker, 1999). 相似文献
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The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and facilitator. This methodology provides an avenue for more hands‐on and student‐driven learning during class time. The benefits of a flipped classroom include increased student motivation, differentiating instruction, self‐pacing lessons and mastery learning, increased collaboration and instant feedback for formative assessment. Although limited research has been conducted regarding students with learning difficulties in inclusive settings using a flipped learning model, initial research indicates flipping a classroom can be beneficial. Information is provided on inclusive practices from numerous countries that are beneficial to students with learning difficulties, as well as strategies and resources for individuals who may want to implement a flipped classroom. 相似文献
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This article discusses the importance of membership in the inclusive education of deaf/hard-of-hearing (D/HH) students. Membership refers to being an integral part of the classroom and school communities. Membership is a key philosophical concept in inclusion that may influence how classroom teachers and teachers of D/HH students share their expertise and how they work with students and each other. Membership can be contrasted with "visitorship." When programs treat D/HH students as visitors, these students face greater barriers to obtaining a quality education in classes with hearing students. A social constructivist perspective of learning and teaching that requires students in the classroom to interact with one another and the teacher may best promote learning and is consistent with a focus on membership. We suggest that inclusion is possible, but to sustain students as full members of their classes and school, programs must go beyond placement and communication access issues. To facilitate membership, inclusive programs must carefully address teacher attitudes, teacher roles and relationships, student knowledge and curriculum, structural barriers, extracurricular activities, community relationships, and parental support. 相似文献
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With equal access requirements and increasing rates of enrolment of students with disabilities in higher education, universities must find appropriate and efficient ways to create accessible materials which benefit and support all students. In response to cuts to disability funding, issues relating to the provision of an inclusive curriculum are now dominating institutional policy and educational discourses. This paper reports on a trans-Atlantic project which utilised student employees to convert and develop inclusive learning materials for their peers, with the expressed purpose of piloting a sustainable intervention method generalisable to meeting similar needs of diverse universities for inclusive material provision and a future workforce aware of disability issues and accommodations. Qualitative in-depth interviews with ten students (eight UK and two US) find that involving student employees in the delivery of inclusive materials improves partnerships and attitudes around disability and accessibility measures. 相似文献
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《College Teaching》2013,61(3):77-84
Tablet PCs have the potential to change the dynamics of classroom interaction through wireless communication coupled with pen-based computing technology that is suited for analyzing and solving engineering problems. This study focuses on how tablet PCs and wireless technology can be used during classroom instruction to create an Interactive Learning Network (ILN) that is designed to enhance the instructor's ability to solicit active participation from all students during lectures, to conduct immediate and meaningful assessment of student learning, and to provide needed real-time feedback and assistance to maximize student learning. This interactive classroom environment is created using wireless tablet PCs and a software application, NetSupport School. Results from two separate controlled studies of the implementation of this model of teaching and learning in a sophomore-level Introductory Circuit Analysis course show a statistically significant positive impact on student performance. Additionally, results of student surveys show overwhelmingly positive student perception of the effects of this classroom environment on their learning experience. These results indicate that the interactive classroom environment developed using wireless tablet PCs has the potential to be a more effective teaching pedagogy in problem-solving intensive courses compared with traditional instructor-centered teaching environments. 相似文献
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Burçak Altay Gülnur Ballice Ebru Bengisu Sevinç Alkan-Korkmaz Eda Paykoç 《International Journal of Inclusive Education》2016,20(11):1123-1141
This paper explores the process and outcome of using learner-centred methods to develop students’ empathic design abilities during an educational workshop on inclusive design. In the first section of the paper, we suggest the significance of incorporating inclusive design within the education of design disciplines. Then, we introduce a workshop on inclusive design awareness that architecture and interior design students participated, which applied various learner-centred methods. We discuss the process that incorporated project-based learning, role-playing/simulation and students’ reflections and feedback on their experience. The workshop process, the student project experience and students’ reflections on their learning indicate how multiple methods of learning engage students and enhance their empathic understanding so they can embrace differences and adopt a user-centred design approach. Based on the findings, we provide suggestions for similar educational events that can be applied in other disciplinary contexts. 相似文献
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融合环境中的同伴支持:一个未被利用的资源 总被引：2，自引：0，他引：2
在融合教育日益成为一种发展趋势的今天,如何让更多的残障学生在普教课堂中得到多种多样的支持与帮助,是我们必须面对和解决的问题。在融合环境中,全班配对同伴指导、同伴辅助式学习策略、跨年龄指导计划、高年级同伴指导、同伴指导课程和合作课堂等,被证明是较为有效的同伴支持策略和方法。通过融合环境中的同伴支持,建立一个所有人都能得到重视与尊重的社会,才能真正实现教育公平。同时,残障学生与健全学生都可在合作与支持的融合过程中,寻得彼此的受益点。 相似文献
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体育"待进生"成因各有不同,他们在学生群体中的外在表现是麻木、冷漠、叛逆和不服从权威,与团体格格不入并对其他团体有极负面的影响。遵循教育规律,转变待进学生,已成为当前课改的"热点"。如何帮助体育"待进生"改变学习困境,让他们对体育学习感兴趣、有信心,是体育教师面临的极大挑战和义不容辞的责任。在新课程理念下,从优化体育课堂氛围,优化体育课堂师生关系,优化学生的课堂心境,建立多元评价激励机制等方面探讨如何转化体育"待进生"。 相似文献
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Reggie Surya 《Journal of Food Science Education》2021,20(1):63-68
The pandemic of coronavirus disease (COVID‐19) in early 2020 has led to tremendous disruptions in education systems worldwide, including the closure of majority of education institutions and the shifting from face‐to‐face learning toward remote learning. More than 70% of the world's student population were affected by such a disruptive event, inclusive of undergraduate students in their final year preparing their research project. Senior students in Food Science generally perform laboratory‐oriented research project, which can be problematic due to the closure of laboratories and universities. I wrote this article to give an insight into conducting final year research projects from home amidst the COVID‐19 crisis based on my personal experience as a research supervisor. The research methods discussed include literature review, analysis of secondary data, survey research, simple food processing, remote sensory evaluation, and glycemic index analysis. Regardless of the type of research chosen, consistent guidance and support from a research supervisor toward the student, both academic and moral, appears to be a fundamental factor determining the success of the student in completing his/her final research project, particularly during these difficult times. 相似文献
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Delia Baskerville 《Technology, Pedagogy and Education》2013,22(1):119-135
Continuing emphasis given to computer technology resourcing in schools presents potential for web-based initiatives which focus on quality arts teaching and learning, as ways to improve arts outcomes for all students. An arts e-learning collaborative research project between specialist on-line teacher/researchers and generalist primary teachers was designed to investigate student learning, quality teaching, and implementation factors. Constructionist-based teaching activities using on-line technology were designed to engage students in a learner-centred e-learning environment where students and teachers collaborated to produce a media and learning artefact. A case study highlights the outcomes for four students who transferred learnt drama skills to other classroom contexts. This model has potential to provide drama learning for students and professional development for primary generalist teachers, contingent on the availability of rigorously planned and well-resourced programmes. 相似文献
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Srikala Naraian 《International Journal of Inclusive Education》2013,17(9):955-973
The successful participation of students with disabilities in a general education classroom is generally presumed to be contingent on the creation of classroom communities that can nurture the qualities of equity and care and where different forms of diversity are valued. However, there has been less scholarship that documents the production of such communities. This paper reports on an ethnographic study that was conducted in an urban first-grade classroom which included several students with disabilities, including one student with significant multiple disabilities. Situated within the disability studies in education tradition, the study adopts a sociocultural perspective to understand the expressed commitment of the teachers within this classroom to transparency. The paper describes the sites of tensions and possibilities that emanated from the confluence of such commitment with other teacher priorities for students. Data from this study showed that overall transparency in the classroom was weakened by proceduralised notions of caring that left teacher practice highly susceptible to the influence of norms. The paper concludes by discussing the implications of this for the project of developing inclusive classrooms. 相似文献
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Lang HG 《Journal of deaf studies and deaf education》2002,7(4):267-280
A review of research on deaf students in higher education reveals a significant body of knowledge about the barriers these students face in gaining access to information in the classroom. Much less is known about the potential solutions to these problems. In addition, there is a dearth of research on the effectiveness of such support services as interpreting, note taking, real-time captioning, and tutoring, particularly with regard to their impact on academic achievement. This article summarizes relevant research and suggests directions for educational researchers interested in enhancing academic success and the retention of deaf students in higher education programs. 相似文献
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This study is aimed at teachers’ classroom practices and their beliefs and emotions regarding the inclusion of deaf or hard of hearing (d/hh) students in mainstream secondary schools. Nine teachers in two schools were interviewed about the inclusion of d/hh students. These teachers were found to consider the d/hh students’ needs in their teaching practice. However, they showed less willingness to be considerate when the student showed a negative work attitude. With regard to teachers’ emotions, positive as well as negative emotions were reported, like enjoyment and frustration. Based on our findings, teachers’ pedagogies in inclusive classrooms are discussed. 相似文献
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William N. Myhill Renee Franklin Hill Kristen Link Ruth V. Small Kelly Bunch 《Journal of Research in Special Educational Needs》2012,12(4):201-216
US school libraries are required to ensure that schoolchildren and school staff with disabilities have equal opportunity to use and benefit from library facilities and information services under federal law. However, evidence indicates teacher‐librarians (TLs) often lack the training, knowledge and skills to provide programmes and services that meet the needs of students with disabilities. Project ENABLE (Expanding Nondiscriminatory Access by Librarians Everywhere) was created to respond to this shortfall by designing, implementing and evaluating a professional development programme in New York State. The project applies a social model of disability to help 100 TLs, special educators and general educators further develop their skills and resources by teaming together to create an inclusive environment for all students. This is achieved through the use of universal design principles, appropriate assistive and other technologies, an emphasis on person‐first language and sensitivity simulations, a focus on inclusive lesson planning, and by developing collaboration capacity among participant teams. Curriculum development, data collection and analyses are presented. The effect of the Project ENABLE trainings was significant in terms of higher levels of skill and knowledge reported by participants for creating accessible library programmes, advancing inclusive education and building effective collaborations. Drawing from their workshop learning and resources, participant teams developed action plans to implement during the 2011–2012 school year. This project underscores the importance of TLs in the education of all students, including those with disabilities. Higher education and local professional development programmes must place greater emphasis on preparing TLs to perform this role effectively and confidently. 相似文献
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Bengt Persson 《欧洲特需教育杂志》2013,28(4):337-347
According to Swedish legislation as well as laws pertaining to disabled citizens, Swedish schools are to be accessible for all children and adolescents. This implies that disabilities of any type must not be allowed to prevent students from completing their schooling on their own terms. The purpose of this research was to study the degree to which the Swedish school is accessible for all students. A total 200 professionals and politicians were interviewed alongside more than 30 upper secondary school students. The results show that the ambition level is high with regard to adapting educational programmes for the disabled student group, especially in the rhetoric of politicians and civil servants. However, in practice, teachers and head teachers have considerably more difficulty in delivering to students satisfactory schooling. This is often due to conflict between the striving for inclusion and the difficulty adapting learning environments during everyday classroom instruction. By use of institutional theory the study demonstrates that intentions as described of responsible politicians are altered in the system when confronted with the institutional reality. Schools’ meeting the natural variation of difference in the student group causes complications in educational work in which various solutions are attempted. When educational differentiation is found wanting in attempts to meet students’ various needs, various types of special solutions are sought, which have the objective of reducing heterogeneity among the students. This type of organisational differentiation seems accepted and legitimised where it concerns students having various kinds of school‐related difficulties, while seeming to create a disadvantage for some other students. One should understand this as thought coercion, where pressure from professionals in schools leaves little room for other strategies and in which the concept of the inclusive school is challenged. 相似文献