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1.
This study examined a two-year special education and inclusive practices in-service training programme with a university in Nicaragua. Participants included 14 teachers from nine schools in Nicaragua. Participants’ knowledge of special education concepts were evaluated as part of assessing the training modules. In addition, programme evaluation information were collected. Results from the knowledge pre-and post-test indicated that participants made significant gains in their special education knowledge and the module evaluation forms indicate participants were highly satisfied with the project. Recommendations for planning and implementing a future training programme are also provided.  相似文献   

2.
Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of inclusive special education that comprises a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education. Development of inclusive special education aims to provide a vision and guidelines for policies, procedures and teaching strategies that will facilitate the provision of effective education for all children with special educational needs and disabilities.  相似文献   

3.
Nicaragua now ranks as the third poorest country in the Western Hemisphere (Interamerican Development Bank [IDB], 1995). Occasionally educational improvement has been a national priority (Arrien & Matus, 1989). Usually, however, education rests at the lower end of a long list of national needs. The history of education in Nicaragua is marked by low teacher salaries, deteriorated physical plants, and scarcities of teaching materials (Arnove, 1994). Deaf education has been no exception. Teachers have been expected to learn empirically what deafness is and how to teach deaf children, to teach pupils who have had little or no language exposure before entering school, and to manage with the barest physical resources, all the while receiving only meager compensation. This article places education of the deaf in Nicaragua in a historical perspective, reports the results of a teacher survey, and discusses national policies that, so far, have had only indirect effects, but are likely to gain importance in the future.  相似文献   

4.
In international education policy articulations by organisations such as the UNESCO, inclusive education is defined rather vaguely, usually in terms of human rights. Yet, national reception it is more or less taken for granted. Analyses of policy lending show that when national education traditions are not respected, the lack of clarity about the concrete form of inclusion is further augmented by resistance to a foreign import. Taking the example of the implementation of inclusive education in the Czech Republic, a secondary analysis of survey results on responses from teachers and parents is presented. This analysis contributes to a better understanding of the reactions of two groups of actors who have had only a marginal involvement in preparing the implementation of inclusion; specifically, teachers at ordinary schools and parents of pupils with special education needs. Teachers are critical of inclusion, which they regard as special care for individual pupils with special education needs. It is only in schools which have lengthy experience with integration that a transformation of the school culture and the teaching profession in the direction of greater teamwork has taken place. The imperative of inclusion coming from above is regarded more as interference with what is a spontaneous development. The view of parents to pupils with special education needs was that systemic support to inclusion was lacking. Parents are forced to be intermediaries between other actors, but often do not have enough information and are not respected by teachers as experts on their children.  相似文献   

5.
Given the almost 2-year COVID-19 school-related closure in Mexico, children and adolescents have experienced a negative impact not only on their learning, but as well as on their mental health and well-being. Although international research has shown that distant learning as a response to the COVID-19 school-related closures has severely affected students with special education needs, there is still a lack of studies conducted in Mexico. Thus, this study attempts to tackle this gap by exploring how Mexican students with and without special education needs coped with distance learning as well as its impact on their emotional experiences. A total of 293 Mexican lower secondary students participated in the study. Independent sample t-tests indicated that, in comparison with students without special needs, students with special needs coped significantly worse during distance learning as well as had higher levels of negative activation. Additionally, multiple linear regression analyses revealed that students' self-efficacy functioned as an important coping mechanism. Implications of the results, as well as further lines of research are discussed.  相似文献   

6.
ABSTRACT

In the past few decades, the number of students attending segregated special schools in the Netherlands has risen considerably. In 1975, 2.2% of all students between 4 and 11 years old attended a special school, and this percentage almost doubled to 4.3% over the next 20 years. In order to stop further growth, two new education policies came into force in 1995 and 2003: Together to School Again and the so-called Backpack. These policies differed in the way that special needs funding was allocated. Together to School Again was based on lump sum funding to schools, while Backpack was linked to the individual and based on individual needs. Neither of these policy initiatives has been particularly successful in reducing the number of students with special needs in segregated settings. In theory, lump sum funding seemed a promising option, but the combination of two different ways of funding special needs education proved to be problematic. The Dutch experience illustrates the difficulties of effecting fundamental structural changes in this field.  相似文献   

7.
The aim of this study was to examine the attitudes of preschool, primary, secondary and high school teachers towards inclusive education of children with special educational needs. In addition, the study established the correlation between these attitudes and gender, education level, teaching experience, formal training in the special education field, and the duration and quality of work experience with children with special education needs. The sample comprised 322 teachers from the Serbian province of Vojvodina. The My Thinking about Inclusion Scale (Stoiber, K. C., M. Gettinger, and D. Goetz. 1998. “Exploring Factors Influencing Parents' and Early Childhood Practitioners Beliefs about Inclusion.” Early Childhood Research Quarterly 13 (1): 107–131) was used. The results show that, in general, the participants held neutral attitudes towards inclusive education and more positive expectations regarding the outcomes of inclusion. This study also emphasised teaching performance in an inclusive class as a subject of great concern. The high school and preschool teachers as well as the teachers with previous positive experience with working in an inclusive environment reported more positive attitudes towards inclusive education than those from primary and secondary schools and those with negative experiences with the implementation of inclusive practices.  相似文献   

8.
An often-used idiom states: you can't lose what you never had. Yet contrary to this expression, it is possible to lose what you never had – at least when special education support is concerned. In Ontario, as in other jurisdictions, special education exists as a codified system. An ever-changing nexus of discourses and documents – including normalisation, legislation, regulations, and memoranda – set out how special education is to function in the province. The documents themselves articulate how learners' needs are to be formally identified, as well as how students are to be supported. Within this network a phenomenon of non-identification has arisen whereby some students do not get identified and yet would have qualified for special education support had they gone through the process. Yet what leads to this phenomenon? To what does the phenomenon itself lead? Should Ontario's special education system be readjusted to address the phenomenon of non-identification, or is identification itself an inherently flawed practice? To explore these three questions, this paper will analyse Ontario's identification policy, examining what it allows, what it dictates, as well as the challenges it creates.  相似文献   

9.
This paper focuses on the experiences of British parents who have children identified with ‘special education needs’ within mainstream education. Expectations of mainstream education can have a negative affect on parents when a child is unable to maintain his or her education within a mainstream school. In England and Wales, ‘inclusion’ within mainstream schools is implemented by the current government and promoted as anti‐exclusionary. However, current research indicates that actual ‘inclusion’ (the child experiencing inclusion as well as being placed in a mainstream environment) is not necessarily occurring in practice. As it stands, the conflict is between desires to embrace difference based on a philosophy of ‘equal rights’ (‘inclusive’ education) and prioritising educational performance, structuring it in such a way that it leaves little room for difference and creativity due to the highly structured testing and examination culture. Qualitative analysis of parents who have children identified with special educational needs indicate that they have hopes and expectations for their children. These hopes and expectations are challenged recurrently.  相似文献   

10.
特殊儿童家庭亲职教育需求的调查研究   总被引：2，自引：0，他引：2  
本文以105名特殊儿童家长为调查对象,研究了他们的亲职教育需求状况,以及亲职教育需求的影响因素,结果显示:特殊儿童家庭亲职教育需求是迫切的、广泛的,其中,家长最需要的是社会资源方面的讯息;影响特殊儿童家庭亲职教育需求的因素较多,包括家长性别、家庭所在地、家庭经济收入、儿童年级水平、儿童残疾类型、残疾程度等,其中家庭经济...  相似文献   

11.
The purpose of this study is to investigate possible practical consequences of the ideological principle of inclusion. In this article, we investigate, compare and discuss how employees of Norwegian and Belarusian preschools perceive their own, and their preschools’, special needs education practices related to children with language difficulties. This study has a qualitative case design. The investigation contains 10 semistructured interviews of five employees from five preschools in each country. The analysis of the empirical material shows that the interviews primarily revolve around two topics: competence and sense of mastery and self-understanding. Among the staff of the Norwegian preschools, perceptions of a relatively low average competence, unsatisfactory guidance from external professionals and a low sense of mastery are prevalent. The informants from Belarusian preschools perceive a high and more specialised competence, available special needs education competence and a high degree of sense of mastery. Despite different situations and contexts, this study suggests that the preschool sector in both countries face the same challenge; how preschools can implement a form of inclusive educational practice, without at the same time relinquishing valuable special needs education competence.  相似文献   

12.
Lithuanian educators began working towards the transformation of their educational system in the late 1980s. The movement away from centralized control and an education based on Soviet ideology was central to the Democracy movement in this country and other former Soviet republics. This paper demonstrates the ways in which the movement towards a democratic system built on contemporary Lithuanian values, beliefs and culture has included concerns for the education of children with special needs. By tracing Lithuanian cultural and historic traditions related to the education and care of individuals with disabilities, before, during and after the Soviet period of Soviet occupation, the authors demonstrate the relationship between social-historic contexts and the development of inclusive schools, i.e. general education settings that serve all children. The current status of education for children with special needs is discussed. This discussion includes current legislation and professional preparation, as well as identifying barriers to democratic reform and the creation of an inclusive educational system.  相似文献   

13.
It is nearly 30 years since Mary Warnock's Report of the Committee of Enquiry into the Education of Handicapped Children and Young People introduced the phrase ‘special educational needs’ into the UK education system. In this article, Katherine Runswick‐Cole, Research Associate at Manchester Metropolitan University, and Nick Hodge, Principal Lecturer in Research Development at Sheffield Hallam University, argue for the abandonment of the ‘special needs’ discourse, claiming that it has, in fact, led to exclusionary practices within education. Building on the work of early years educators in Reggio Emilia schools in Northern Italy, the authors advocate for the adoption of the phrase ‘educational rights’ and suggest that the positive impact of such a linguistic turn would be significant for the lives of young people currently described as having ‘special educational needs’ and for children's rights.  相似文献   

14.
Drawing from sociologies of disablement this discussion affirms the importance of such theorising for identifying the epistemological basis, and therefore the implications for policy and practice, of special education. The discussion is both timely and necessary as professional resilience reinvents special education as consistent with inclusive education. This has been achieved through linguistic adjustments which eschew challenges to underlying assumptions about difference and schooling. Unless a sociological analysis is applied to educational practices to frame inclusive education as a project in cultural politics, special educational theory will reduce inclusive education to the functionalist endeavour of assimilation. This paper extends the discussion with Clark, Dyson, Millward and Skidmore (1995) to suggest that applying sociology to special educational needs is not an importation of theory to force intellectual closure by reducing educational complexities. Rather, sociologies of disability expose exclusions as mediated through curriculum, pedagogy and organisational practices to extend the possibilities for generating inclusive educational cultures.  相似文献   

15.
Educationist and linguist. Professional activity in Nicaragua (1980–86) and Ecuador, particularly in the adult education sector. Has been engaged in educational research sine 1980 and has acted as education adviser in a number of countries. Was Director of Education for the Monseñor Léonidas Proaño National Literacy Compaign carried out in Ecuador in 1989. Is currently adviser to the National El Ecuador Estudia Programme. Author of many publications on adult education, including: Nicaragua, revolución popular, educación popular (Mexico City, 1985); Educación popular: un encuentro con Paulo Freire (Quito, 1986); Alfabetización popular: diálogo entre 10 experiencias de Centro-américa y el Caribe (Quito, 1987); Discurso y práctica en educación popular (Quito, 1988; Ijuí, 1988); Entre la acción y la praxis: crónica de un proceso de formación de educadores populares (Quito, 1989); El nombre de Ramona Cuji. Reportajes de la Campaña Nacional de Alfabetización Monseñor Léonidas Proaño' (Quito, 1990).  相似文献   

16.
Within the special education community, research and policy focus on teachers implementing evidence-based instructional practices with fidelity. However, special education teachers may have to adapt evidence-based practices if the research supporting those practices has not yet included studies that represent populations in the classrooms (i.e., students with low-incidence disabilities). That is, there may be a tension for teachers between adopting evidence-based instruction and adapting lessons to meet the needs of students. This article describes one teacher's adaptations to an evidence-based practice in writing to meet the needs of her adolescent students who are deaf. Her experience models ways teachers can use professional wisdom to adapt evidence-based practices to meet the needs of students with disabilities.  相似文献   

17.
This study examined the utility of cooperative groups as a technology for mainstreaming academically deficit students in a regular fourth grade classroom. Twenty‐seven students (mean age 8.6 years), including five targeted special needs learners, took a weekly spelling test of 20 words chosen from the fourth grade reader. A return to baseline research design indicated that cooperative groups promoted higher academic mastery among those with special needs and regular education learners when compared with two types of individualistic techniques. Results support the use of cooperative groups as a technique for academic as well as social mainstreaming in the regular classroom.  相似文献   

18.
《Literacy》2017,51(3):123-130
This essay presents the results of a review of research published in the last 10 years on the uses of what we term ‘productive’ digital technologies in special education contexts. There is little overlap between research on productive technologies such as digital storytelling in mainstream contexts and research on technology use to support literacy learning in special education classrooms. Analysis centred on theoretical frameworks, research methods, educational contexts and technologies used with children and youth labelled with special needs. The initial sample of refereed journal articles (n = 1,132) was reduced to 14 studies for review. Results suggest large variations in the knowledge base about why, how, when and to what effects productive technologies might be used with children labelled with special needs. The essay presents further areas for theorising and research in the juncture of these separate fields to address the inequitable variations and social justice issues engendered by current research and practice.  相似文献   

19.
Foreword     
Seamus Hegarty 《Prospects》1995,25(2):175-179
Director of the National Foundation for Educational Research in England and Wales. He has conducted extensive studies on provision for pupils with special needs in ordinary schools and has published widely on the topic. He edits theEuropean journal of special needs education and Educational research. He has conducted numerous consultancies for national governments and for intergovernmental agencies, including UNESCO.  相似文献   

20.
Peter Evans 《Prospects》1995,25(2):201-218
After graduating from the University of London in psychology, Peter Evans completed his Ph.D. in the field of special education. He directed a research project, funded by the Department of Education and Science, on curriculum development for pupils with moderate learning difficulties. Subsequently he became responsible for programmes on special education at the Organisation for Economic Co-operation and Development (OECD) in Paris. Peter Evans has published many books and scientific papers in the area of learning difficulties. Recent books includeIntegrating students with special needs into mainstream schools (1995) andOur children at risk (1995).  相似文献   

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