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随着高等特殊教育的发展,越来越多的残障人士有机会在各类高校中接受教育,只有保障残障大学生的受教育权益,才能更加全面地实现教育公平。在高等特殊教育的发展中,需要注重教育、人和环境之间的关系,从生态学的角度构建高等特殊教育的改革路径。可以通过建立平等和谐的师资队伍、设置高适应性且可持续发展的课程、营造平衡且开放的教学环境、构建和谐共生的师生关系等促进高等特殊教育的发展,提高残障大学生的综合素质,帮助他们融入社会、奉献社会。 相似文献
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应用促进公平:特殊教育中的信息技术研究进展 总被引：1，自引：0，他引：1
信息技术应用于特殊教育,有助于残障人群共享社会进步的成果,实现教育公平和社会公平.通过对国内外相关文献的分析和比较,本文厘清并阐述了信息技术在特殊教育应用中的几个核心问题:作用、应用领域以及"如何应用".信息技术的应用在很大程度上满足了残障学习者的特殊教育需要,使他们能够尽可能克服或弱化认知、情感以及身体和感官障碍带来的困难,更加自主地学习、交流与生活.信息技术在特殊教育中的应用领域可以分为辅助技术应用和远程技术应用.信息技术在特殊教育中的实施,应包括信息技术基础设施建设、教职员工培训与再培训以及信息技术与课程整合三个阶段. 相似文献
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残疾人开放远程教育因其教育对象的特殊性,将是开放大学实现大规模、个性化、因材施教教育理想最好的试验田。转化学习理论是当前成人教育、终身教育领域中最重要的理论之一,对有效开展成年残障学员远程高等教育乃至终身教育有重要意义。本文运用调查问卷法和个案访谈法对成年残障学员转化学习过程进行了详细分析,从学校、辅导教师、学务导师和学习伙伴等四个维度给出开放远程教育成年残障学员教学模式发展转型路径。 相似文献
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<中国手语>这门课程是特殊教育专业必开的一门课程,它和盲文一样是从事盲校或者聋校工作的工具,所以学生必须要掌握这项技能.这门课程不仅仅局限于特殊教育专业,非特殊教育专业的师范生也有必要选修这门课程.为使残疾人受教育权得到更好的保障,进一步提高其平等参与社会的能力,需要特殊教育更快地发展,也需要更多具有奉献精神的人士从事特殊教育,更需要师范教育工作者的共同参与和努力. 相似文献
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职业教育是特殊教育学校一项重要职能。对于山区的特殊教育学校而言,要树立因地制宜、因人制宜、精准施教的职教理念,着力培养残障学生掌握适应社会、适应家乡生活的实用劳动技能,让残障学生更好地融入当地社会,改善生活,提升就业质量,进而实现人生价值。 相似文献
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目前我国残疾人高等教育一直处于比较尴尬的边缘化状态,高等教育功利主义价值取向与残疾人高等教育需求的矛盾日益凸显.为残障人士之福祉考虑,审视特殊教育对生命关怀的人文诉求,理性反思当前高等教育价值取向的偏离,在全纳与支持理念下重构残疾人高等教育生命价值取向,回归大学本身的高尚与包容精神,无疑是当前大学精神重构和社会文化重构中一个极为重要的理论命题. 相似文献
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从残障学生的实际能力水平出发,帮助他们有效地发掘潜能,发挥学习的积极性、主动性,提高学习效率,为残障学生未来更好地适应社会、融入社会打下基础,是特教工作者持续努力探索的重要课题。本期专题刊发江苏省如东县逸夫特殊教育学校以“扬长教育”特色打造为抓手开展的一些行动研究。 相似文献
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美国是一个注重法制的国家，在特殊教育领域体现得也很明显。美国联邦政府通过各项法律件，来维护和保障残障人的正当权利，促进残障人更好地融合和参与社会。目前，美国残疾人权益的保障主要是通过两部法案来得到实现的——《残疾个体教育法案修正案》和《美国残疾人法案》。《残疾个体教育法案修正案》是对残疾个体受教育权的保障，而《美国残疾人法案》则是美国在保护残疾人方面最全面的公民权利法案。 相似文献
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残障社会学发展经历了传统的残障社会学、批判的残障社会学、后现代残障社会学的演变。借鉴残障社会学核心理念分析其对特殊教育的影响,有利于增进职前特殊教育教师对课程的理解,有助于职前特殊教育教师培养“遭逢”的课程意识、“跨越”的课程意识、“处境”的课程意识。 相似文献
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While the significance of the social model of disability for articulating inclusive approaches in education is recognised, the application of capability theory to education is less well developed. This article by Jo Trowsdale of the University of Warwick and Richard Hayhow of Open Theatre considers how a particular theatre‐based practice, here described as ‘mimetics’, can alter and extend the aspirations and achievements of children and young people with learning disabilities, and might be understood as applied capability theory or ‘capability practice’. Mimetics has been crafted from experimental psycho‐physical actor‐training processes by Open Theatre Company working in collaboration with actors with learning disabilities, and adapted to support the learning and development of young people with learning disabilities. This study draws upon an action research project set up by Creative Partnerships with Open Theatre Company and a special school, where children demonstrated increased motivation and capacity for communication and socialisation, improved well‐being, learning and wider achievement. To illustrate the process, we offer a case study of one child with an autistic spectrum disorder. 相似文献
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全纳教育通过为有障碍和无障碍学生建立学习型社区,使所有学生在适龄的普通教育场景接受相同的教育。全纳教育代表所有学生的利益,提倡教师要为差异而教。学习障碍学生是美国中小学接受特殊教育的最大群体。全纳教育对美国学习障碍学生的教育安置、学业进步和社会性发展均产生一定影响。研究全纳教育对学习障碍学生的教育影响有助于提高全纳教育的效能并对评估和推进全纳教育起到指导作用。 相似文献
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论网络对残疾人教育的促进作用 总被引：6，自引：1，他引：6
残疾人教育是一个重要的社会问题,社会还没有给残疾人提供一种无障碍的教育环境,而高科技的网络工具能极大地改善残疾人的外部学习条件,创造平等的学习机会,从而提供一种无障碍的教育环境。网络对残疾人教育有着积极的影响,但目前在残疾人教育中应用网络技术还有很多困难和问题,需要政府、社会各界和残疾人群体共同为积极推动和加快发展残疾人的网络事业做出贡献。 相似文献
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In a dominant Western tradition that reveres cerebral learning, embodied learning approaches have received limited research attention – and less in education than other disciplines. This paper draws on previously reported empirical data from a five-year Creative Partnerships study to argue that psycho-physical theatre practice can promote embodied cognition, has particular value for young people with learning disabilities in special schools and has potential for inclusive education in mainstream schools. The paper describes a psycho-physical actor training process developed with, and for, actors with learning disabilities. Its application within special educational contexts, which we call ‘mimetics’, has focused more keenly upon physicalised interaction as the core communication. In this form of communication, reading, interpreting and responding to the individuality of others happen through the development of non-verbal dialogue. This focus has illuminated the importance of an intuited or ‘felt’ understanding which is generated by and recognises such communications. In special education settings, being different is inherent, and physicalised interaction more routine, so ways of working different from the mainstream are required. The paper suggests that such settings are rich sites for research to develop, value and recognise the significance of embodied cognition and realise its potential for special and inclusive education. 相似文献
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Transition to post-statutory education and employment for young people with learning disabilities has become a hotly debated issue among professionals in education and support services in the UK. Partnerships between educational institutions and voluntary sector providers are supposed to be ideal vehicles for delivering transition services and securing outcomes for young people with learning disabilities. In this article, Axel Kaehne and Stephen Bayer of the Welsh Centre for Learning Difficulties report the findings of a survey of the views of special educational needs co-ordinators and professionals who are involved at operational and strategic levels in the work of transition partnerships. The data show that undue emphasis is often placed, by all stakeholders, on the soft, rather than the concrete, outcomes of transition; that smooth transitions are still hampered by insufficient flow of information between collaborating agencies; and that there are still significant gaps in provision, in particular in the supported employment field, due to funding or referral restrictions. To deliver first-class transitions, argue Axel Kaehne and Stephen Bayer, partnerships that support young people with learning disabilities need to address these difficulties with some urgency. 相似文献
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随着特殊教育事业的蓬勃发展,高等融合教育学生的学习障碍问题成为关注的焦点。他们面临自身因素和外部影响等多重挑战,在继续深造过程中需要翻越这一道屏障。该文基于调研视角,以高等融合教育中理工类课程的学习障碍为切入点,正视特殊学生内在因素和面临困难,调研分析了融合学生的学习障碍情况,并从教学的主要层面和辅助层面给出建议。 相似文献
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籍献平 《河北广播电视大学学报》2014,19(5):17-19
我国远程学习平台的建设大致经历了初步启动、完善发展和改革创新三个发展阶段。目前,国内的远程学习平台由于其需求、用途及技术水平不同等,主要存在五种类型。河北广播电视大学根据其办学实际及发展方向,在总结和分析目前各类远程学习平台的基础上,开展了多个远程学习平台建设的实践与探索,并在终身教育体系构建框架下,提出逐步建设终身教育公共服务平台的建设架构及实现路径。 相似文献
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The social status of elementary students with learning disabilities (LD) served by the Integrated Classroom Model (ICM) was compared to the social status of elementary students with learning disabilities served in a regular class with resource room support. The ICM serves elementary special education and non-special-education students (1:2) together as one class. The comparison group was composed of students with learning disabilities who received special education services outside of their regular classroom for a portion of their school day. Social status was determined by assessing interpersonal relationships among students, using a peer rating method. The results of analyses of various dimensions suggest that while special education students in both programs have significantly lower social status on average than their non-special-education peers, the children in the ICM have a better opportunity to blend successfully into the classroom than the children who go out to a resource room. 相似文献