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1.
In this article, we present the position that students with special needs, regardless of causation, share the same basic needs for literacy instruction. What sets special needs learners apart from higher performing learners is that systematic, explicit instruction appears to be critical rather than merely beneficial and that special needs students require more instructional time and opportunity to practice reading. The need for greater explicitness and time intensity does not, however, change the content of what composes good literacy instruction. We take the position that general education should maintain primary responsibility for literacy education for all children, with special educators and reading specialists providing instructional support and, if necessary, additional instructional intensity and practice opportunities. Obstacles to providing quality literacy instruction are examined, and a school-based case study in which these obstacles have been largely overcome are presented. 相似文献
2.
Anastasia Liasidou 《Support for Learning》2013,28(1):11-16
In the light of educational reforms aimed at promoting greater inclusive policies and practices, it is important to put a more pronounced emphasis on the needs of English language learners (ELLs) with special educational needs and/or disabilities. Simultaneously, a focus should also be placed on understanding and dealing with the disproportional representation of English language learners in special education categories. This dual and arguably sometimes mutually reinforcing phenomenon, along with its potential implications for education policy and practice, needs to be discussed against a convergent analytical framework drawn from bilingual and special education. The cross‐fertilisation of these disciplinary fields can provide a multimodal and comprehensive approach to meeting the intersectional needs of culturally and linguistically diverse students with special educational needs. To this end, it is important that issues of culture and language should become indispensable aspects of the special education knowledge base in inclusive classrooms. 相似文献
3.
Learner diversity is the focus of this paper. Parallels are drawn among attenlpts to integrate children with disabilities (who have unique motor needs), less skilled learners, and/or disinterested learners. Paul and Ward (1996) propose that debates over inclusion are paradigmatic in that ethical inclusion paradigm proponents (all children should be included) are at odds with comparative inclusion studies (determining whether or not inclusion really works). Application of Paul and Ward's idea about paradigm conflict and other special education perspectives are discussed to draw attention to low skilled and/or disinterested learners as well as to children with disabilities so that the needs of all children are uniformly addressed. When conducting research about learners without disabilities that are currently not fitting into physical education classes, paradigm dilemmas must be avoided. Future studies in physical education should focus on how diverse learners can be accommodated more than on how diverse learners affect other children. Further, physical educators may be better able to serve the needs of all students through coltural/social minority models (Paul, 1998; Sherrill. 1998) and infusion-based curricula (Rizzo, Broadhead, & Kowalski, 1997). 相似文献
4.
Janet Murray 《International Journal of Disability, Development & Education》2002,49(3):301-322
School library provision for students with disabilities was evaluated in a four year study completed in 1999. The study focussed on the relationship between library and special education staff, and the effect this had on access to library services and the acquisition of information literacy by students with disabilities. Empirical data reflecting the current level of service provision in two Australian states was collected in a survey. This data was complemented by observations and interviews with special education and library staff and students in 15 case study schools. The research showed that as the number of students with disabilities enrolled in mainstream schools was increasing, school librarians had to be aware of the needs of these students, in order to provide them with adequate library services. Although examples of good practice were found, there is need for improvement in service delivery for these students. Much of this could be achieved by enhanced communication and cooperation between school librarians and special education teachers. 相似文献
5.
Audrey Trainor 《International journal of qualitative studies in education》2013,26(6):711-725
Teaching students with learning disabilities to be self-determining during postsecondary transition planning is considered beneficial for students. Few self-determination studies, however, have focused on the impact students' cultural identities may have on the practice of self-determination during transition planning. A review of self-determination literature is presented and includes concept definition, characteristics, and example components of model programs. Additionally, multicultural special education literature helps frame the need to consider the interplay between programs that promote self-determination and culturally and linguistically diverse learners. Qualitative research methods, used with student participants, have the potential to inform preferred practices as well as research gaps in special education by capturing how diverse students respond to self-determination during postsecondary transition planning. 相似文献
6.
The purpose of this study was to use the marketing concept of segmentation in a post-secondary context in order to gain a better understanding of undergraduate students. Most post-secondary institutions segment their learners in traditional ways based on demographic characteristics such as age, year of program, gender, special needs, and grade point average. The establishment of identifiable learner-based segments is a unique, and arguably a critical, first step which can be of benefit to institutions as they develop recruitment strategies and academic programs that best serve the needs of their unique mix of undergraduate learners.Partners in Planning and focuses upon strategic development and transformation in the public and not-for-profit sectors, marketing, and product introduction 相似文献
7.
成人"专升本"是我国成人高等学历教育中针对获得国民教育系列大专或大专以上学历的在职人员开设的本科学历教育层次,是学历教育的延伸和发展。由于成人"专升本"是在专科基础上实施的本科教育,课程设置有其特殊性和复杂性。文章研究了三所普通高校成人"专升本"2009届汉语言文学专业的课程设置情况。通过问卷调查和分析,剖析了成人"专升本"在课程设置中需要解决的问题,提出设置成人"专升本"课程应该遵循的主要原则:第一,准确定位培养目标,以需求为导向,多方参与设置课程;第二,做好"专升本"与专科知识相互衔接,设置"宽基础、活模块"的课程;第三,符合成人学习特点和需求,理论课程与实践课程相结合。 相似文献
8.
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
9.
Samuel Amponsah Beatrice Ayorkor Torto Samuel Kofi Badu-Nyarko 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(5):585-606
Mature distance education students in Ghana, like part-time students all over the world, need to be motivated in order to enjoy their studies and succeed in what they do. In order to come up with incentives for such learners to join and complete a course, universities have to be aware of the characteristics and the socio-economic background of this group of learners and use an approach that best suits their needs at any given time. Based on Richard M. Ryan and Edward L. Deci’s self-determination theory, the authors of this article investigate the factors that motivate mature students to engage in distance education and how their motivation is sustained throughout their studies. Using a survey questionnaire, the authors collected data from 210 mature distance education students (106 males and 104 females; aged 30+) of the University of Ghana. Interestingly, some of the authors’ findings depart from the norm in terms of adult learners’ motivations and what extant literature holds as typified in the work of Ryan and Deci. Adult learners more generally are described in the literature as being mainly intrinsically motivated (e.g. by the desire to learn for its own sake, for the enjoyment it provides, or the feelings of accomplishment it evokes). Interestingly, this survey reveals that mature distance education students who were enrolled in a higher education programme offered by the University of Ghana were mainly extrinsically motivated, giving career development as their top reason for course selection. 相似文献
10.
Angela C. Baum Paula McMurray‐Schwarz 《Journal of Early Childhood Teacher Education》2013,34(3):147-155
Abstract The purpose of this study is to describe early childhood preservice teachers’ beliefs about the inclusion of children with special needs in early childhood settings. Nineteen female undergraduate early childhood education preservice teachers participated in one of five focus groups. Students were divided into three groups based on the courses they were enrolled in or had completed: Beginner (sophomore and junior courses), Intermediate (senior courses), and Advanced (student teaching). Additionally, 6 of the 19 students participated in individual interviews. Data analysis resulted in themes related to students’ beliefs and philosophies of inclusion, as well as their thoughts concerning practice in inclusive programs. This paper describes students’ beliefs within each group and compares responses across the different groups. Implications are discussed in relation to teacher education programs and directions for future research. 相似文献
11.
Erleen Joiner Rogers 《Clearing house (Menasha, Wis.)》2013,86(5):217-220
Action research is often included in teacher education programs to improve teacher reflection and practice; however, there is little indication of its impact on students. In this article, the authors examine action research conducted by 114 experienced teachers enrolled in a masters of education program. The teachers came from a range of disciplines and grade levels. Based on their investigation, the authors determined that action research provided a vehicle for teachers to (a) establish more personal relationships with students, (b) develop a better understanding of students as learners, and (c) give students a voice in the classroom. The authors illustrate these themes with three portraits of exemplar teachers. 相似文献
12.
13.
Katie B. Howard 《Support for Learning》2023,38(3):154-161
Due to misconceptions about the challenges of language learning, foreign languages classrooms have not always been accessible spaces for all learners. This article seeks to address the needs of students with special educational needs and/or disabilities (SEND) in the foreign languages classroom and challenge the notion that this group of students cannot or should not learn languages. Current research tends to focus on specific learning difficulties in language learning, but little research considers the language learning experiences of children with SEND more broadly. Accordingly, this article delineates the advantages of language learning for learners with SEND, drawing on emerging research that shows that second language acquisition is not only possible but positive for many learners with additional needs. It then considers some of the specific challenges that SEND learners may face in the foreign languages classroom before outlining key strategies to facilitate inclusion among this diverse group of learners.
Key points
- Learners with special educational needs and/or disabilities (SEND) should not routinely be removed from the foreign languages classroom, but instead should be provided with opportunities to thrive within it. This article discusses the unique importance of foreign language learning for learners with SEND.
- Research evidence suggests that learning new languages is, on the whole, possible—and perhaps hugely beneficial—for children with developmental differences and learning difficulties, but will depend on the circumstances and profile of the individual child.
- The article explores some specific challenges that students with different additional needs might encounter in their foreign languages education, based on the four areas of need outlined in the SEND Code of Practice: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory or physical needs.
- To conclude, the article presents a range of key strategies that foreign languages teachers might implement in the classroom to support learners with different special educational needs and disabilities.
14.
近代世界特殊教育经历了从思想到实践的过程;中国特殊教育经历了从照搬到创新的过程.特殊教育对象也在不断分化,最终形成了特殊需要儿童的概念,这就要求实施全纳教育,满足所有儿童的教育需要.当代特殊教育对象演变趋势表现为以学习障碍儿童教育为重点;重视超常儿童教育;加强生计教育;促进终身教育体系的完善;开展全方位的一体化教育服务.通过对特殊教育对象演变的分析,对中国特殊教育改革的启示为努力扩大特殊教育对象;贯彻因材施教原则;提供生计教育;进一步发展超常儿童教育;正确认识一体化项目中的特殊儿童;改革师资培训制度;做好特殊儿童家长工作. 相似文献
15.
美国特殊儿童学业困难反应模式——RTI模式 总被引：1，自引：0，他引：1
全纳教育的发展凸显了各国在响应所有特殊儿童的特殊教育需要上存在的问题。美国采用RTI模式为学业上存在困难的学生提供支持和服务。RTI模式的提出基于美国国内教育的现状和理论、实践上的研究成果,其三级干预模式能对有特殊教育需要的儿童做出迅速、有效的反应。RTI模式作为一种新的特殊儿童学业困难反应模式,因其自身特点而比以往模式更具优势,但也存在一些问题。 相似文献
16.
Esther Prins Brendaly Drayton Ramazan Gungor Cathy Kassab 《The American journal of distance education》2013,27(4):217-235
Abstract Although many adult basic education programs offer distance learning (DL) for GED (General Educational Development) and English as a Second Language learners, this topic has received little scholarly attention. This article examines the availability, usage, and effectiveness of DL for rural GED candidates in Pennsylvania; students' demographic and educational characteristics and participation patterns; and the perceived advantages and disadvantages of DL for students and education providers. Data sources included records of 24,143 rural GED students in state-funded programs; GED test takers' demographic survey data; interviews with DL educators and students; and a survey of non-state-funded DL providers. The results show that 4% of rural GED students—primarily young, White, low-income women—participated in DL. Rural DL students were as likely to pass the GED Tests as face-to-face learners. Key advantages and disadvantages of DL for rural GED students are discussed. The study signals great potential and need for expanding DL in rural regions. 相似文献
17.
Including children with special educational needs in mainstream classrooms: implications for pedagogy from a systematic review 总被引：1，自引：0，他引：1
This paper reports on the outcomes of the first in a series of three systematic literature reviews in inclusive education. The aims include establishing what research has been undertaken in the area of effective pedagogical approaches to enable children with special educational needs to be included in mainstream classrooms, synthesising themes in a purposive sample of the literature and examining how this research might inform practice. One outcome of this first literature review was an overview of the various ways that teachers are effectively including children with special educational needs. In this paper, using the literature, we share some of the characteristics of the teaching approaches that have been shown to lead to positive outcomes in the areas of academic attainment, social involvement and improved behaviour. We discuss how these approaches, particularly those involving peer group interactions, might be used by teachers to support all learners. 相似文献
18.
J. Randy McGinnis 《理论付诸实践》2013,52(1):43-50
A fundamental social justice issue worldwide is how to meet the needs of all learners, especially those with special needs who historically have faced discrimination, exclusion, and oppression due to special needs (physical, cognitive, or behavioral dimensions). This article focuses on the key questions that researchers interested in improving science education for students with special needs have examined empirically and lessons learned in regard to making science more accessible and relevant to them through evidence-based adapted instruction. The most promising insights culled from a review of the literature to achieve this goal for curriculum, instruction, and assessment are presented for science teachers at all grade levels, and also for school administrators and policy makers. A call for more research is made, with an emphasis placed on how teachers of science can best conduct and use practitioner research in this topic area. 相似文献
19.
The Individuals with Disabilities Education Improvement Act of 2004 states that individualized education program (IEP) teams are composed of members with distinct identities, roles, expertise, and histories. Although team members must work together to implement educational and related services for learners with special needs, little is known about how these members actually accomplish this throughout the school year. This study examined the practice of members on two elementary IEP teams through analysis of data from a yearlong case study using the communities of practice (CoP) framework. Contrary to idealized conceptualizations of IEP team practice as being equitable and occurring in meetings, the practice of members on both teams was controlled by a few team members and occurred during concise exchanges throughout the day. These findings underscore opportunities for innovating the practice of IEP team members to improve services for students with special needs. 相似文献
20.
当前,高校以学习者为中心大力推进教育教学改革,传统的教学方法难以满足学习者对编程课程学习的个性化需求.传统课程实践环节中的编程练习较为单调乏味,很难激发学习者学习编程的兴趣,学习者甚至会对编程学习产生负面的情绪.本研究面向培养计算机编程能力提出一个基于计算机游戏的学习模型,该游戏模型以"面向对象程序设计"课程为例面向在... 相似文献