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1.
Keri Wilton 《International Journal of Disability, Development & Education》1994,41(2):143-158
Current policy developments are intended to broaden the group of children receiving special education provisions traditionally reserved for those with mild intellectual disability. A definite policy has been formulated to close special classes and the use of individualized intelligence testing has been largely discontinued as a basis for establishing special educational need‐‐thus ostensibly providing greater flexibility for service allocation. The term “backward” (the traditional term for mild intellectual disability in New Zealand) has been rejected, and children with mild intellectual disability are now included in a new category “children with educational and social difficulties"‐‐a category which also includes children with specific learning difficulties, those with mild sensory disabilities, and those with mild emotional/behavioural difficulties. It is argued that available resources are grossly insufficient to provide high quality special educational services for all “children with educational and social difficulties,” that the decision to close special classes represents a premature and unsound reduction in the range of options available to children with mild intellectual disability, and that research into the effects of current policies on the lives of learners with mild intellectual disability and their families is urgently required but will now be very difficult to undertake. 相似文献
2.
美国顶峰体验课程对社会工作专业实践教学的启示 总被引：1，自引：0，他引：1
顶峰体验课程作为美国高校在高年级开设的一种综合性课程,提升了人才培养质量,受到学生、学校和用人单位的好评.将顶峰体验课程引入社会工作专业实践教学,对学生主体意识的培养、专业认同的建立以及知识技能的整合都有重要意义.社会工作实践教学顶峰体验课程的设计应当以项目为核心,凝练教学目标、改革教学手段,重视学生非专业能力的培养.这一课程的引入,还需要完善在教育理念、项目来源、教学团队和评价体系等方面的配套改革. 相似文献
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4.
Laura Marks 《Support for Learning》2016,31(4):313-328
This article explores some of the literature concerning the effectiveness of the Montessori educational approach for children with ASC within an English school context. Firstly, there is a discussion, including a short historical review, regarding the ideology of inclusion and how it has impacted upon mainstream education. Also, how this can be facilitated using play‐based approaches such as Montessori. Secondly, various models of disability are identified in order to highlight how they have informed societal attitudes towards people with disabilities. There is a brief history of ASC detailing how a child with this disability may be affected on a daily basis and the effectiveness of alternative play‐based educational approaches such as Montessori in helping children with ASC to develop the appropriate skills they need in order to self‐regulate and thus modify their behaviour. Furthermore, the value of play‐based curriculums in supporting a child diagnosed with ASC throughout the learning process is also evaluated. The summary highlights the need for more evidence‐based studies to be undertaken in order to assess whether the Montessori approach is a valid alternative in teaching pre‐school children with ASC. 相似文献
5.
Bob Remington 《International Journal of Disability, Development & Education》1996,43(2):101-118
Although children with the most profound forms of intellectual disability are clearly capable of learning, they are frequently unable to acquire skills and knowledge through the familiar social learning processes of modelling and verbal instruction. Instead, they rely on more basic learning processes, such as habituation, classical conditioning, and operant conditioning. This paper defines these basic processes and indicates their importance in allowing behaviour to adapt flexibly to changing environmental circumstances. Research on basic learning processes in which children and young adults with profound intellectual disability have acted as participants is then evaluated. The literature indicates that work of this kind is of clear relevance to those involved in facilitating the development and education of children with intellectual disability. This is because research and theory in the area of learning suggests effective ways of assessing non‐verbal children's cognitive capabilities and preferences and indicates ways of changing behaviour to produce educational outcomes and remediation of problem behaviours. Work of this kind thus provides the basis for intervention programs that can enhance the quality of life for this most disadvantaged group of children. 相似文献
6.
Petri J.C.M. Embregts 《International Journal of Disability, Development & Education》2002,49(1):105-116
The present study evaluates the effects of a multifaceted training procedure on the inappropriate and appropriate social behaviour of young people with mild intellectual disability and on staff responses. The training package included youth training with video feedback and self-management procedures and staff training with video and graphic feedback. The data were collected using a reversal baseline design. The results showed an increase in the occurrence of appropriate behaviour on the part of young people with mild intellectual disability. Inconsistent changes were found for inappropriate social behaviour. The provision of video and graphic feedback successfully modified the performance of direct-care staff members. Recommendations are made for further research on factors related to behaviour change in staff and young people with intellectual disability. 相似文献
7.
《British Journal of Special Education》1988,15(4):169-171
Is regular story telling to individual children a more effective way of improving their language development than an objectives-based approach with the teaching of specific skills, as the authors suggest? This is one of the questions raised in this small study by Jeremy Swinson, senior educational psychologist, Liverpool, and Chris Ellis, senior educational psychologist, West Sussex. 相似文献
8.
The purpose of this study was to investigate the effects of strategy instruction on the reading literacy of students with mild and moderate intellectual disability. Students aged 15–21 with intellectual disability (n=35) participated in 24 sessions of literacy strategy instruction (experimental condition) or remedial literacy‐skill acquisition‐ lessons (control condition). The main objective of strategy instruction was to foster comprehension monitoring. Through shared dialogues, students were trained to generate questions about text, to summarise what was read, to clarify difficult words and to make predictions. The strategies were taught using the reciprocal teaching method developed by Palincsar and Brown. This method involves provision of support adjusted to students’ difficulties and peer teaching of strategies. Control subjects were exposed to direct instruction of basic reading skills that were presented sequentially and practiced solitarily by the students. Opportunities were given to respond to questions and to summarise but no strategy instruction was provided to foster comprehension monitoring. Two different measures of comprehension and a measure of strategy use were administered to test for variation across different methods of instruction. Findings on all measures provide support for the claim that strategy instruction is indeed superior to traditional remedial methods of skill acquisition in fostering reading literacy comprehension. These findings challenge the common perception that literacy is an organic impossibility for people defined as intellectually disabled. Moreover, the results add to recent research in sociocognitive instruction that supports the need to modify prevailing methods of reading curriculum and suggests a reconceptualisation of the comprehension process and its instruction to students with intellectual disabilities. 相似文献
9.
Leanne Dowse 《Journal of Research in Special Educational Needs》2009,9(3):141-153
This paper introduces key debates in the contemporary practice of disability research and examines how these apply to conceptualising, designing and conducting research with people with intellectual disability. Specifically, it describes a collaborative action‐oriented reflexive approach to researching the lived experience of people with intellectual disability in self‐advocacy, offering a ‘reflective reprocessing’ of the methodological traditions, decisions, complexities and inadequacies of approaches to researching with such people. Emphasis on mutuality and the co‐construction of research agendas, interpretative frames and meanings is a method that has rarely been seen in research practice in intellectual disability. The approach described enables a merging of the skills of the ‘researcher’ and the ‘researched’ to create a process of integrated inquiry and reflection. It promises the possibility of new forms of co‐produced social knowledge about intellectual disability and self‐advocacy, with explicitly emancipatory values and assumptions. 相似文献
10.
Chrissie Rogers 《International Journal of Inclusive Education》2013,17(9):988-1002
As a result of exclusionary tactics, social, cultural or economic disadvantage or disability, vast numbers of pupils have poor educational experiences and are either marginalised or demonised due to ‘difficult differences’. In the context of Martha Nussbaum's capabilities approach, where she suggests that we ought to be who we want to be, this paper addresses intellectual disability, inclusion and inclusive education. It proposes that care, compassion, creativity and ethics are critical in understanding the education for all children and young people, rather than necessarily pedagogical process. In addition, it suggests that learning should take place within and through relationships and that these relationships are important in developing a healthy sense of self. Therefore politically, rather than following a path of blame whether it is the dysfunctional family, the deficit child or the economically deprived nation, this paper says that we require socially just practices, compassion and care as fundamental to human development, social inclusion and inclusive education. Ultimately, education is failing a large sum of children and young people and therefore needs to be radically reconsidered. 相似文献
11.
Enabling children and young people to act as researchers is increasingly viewed as useful in supporting their increased “participation” within settings where they live, work or receive services. This paper reports upon a project conducted by two educational psychologists (EPs) with two primary school class groups, in which the children and their teachers were provided with direct teaching and guidance to develop and undertake their own school‐based research projects. The work of each class group produced significant developments of educational provision across the whole school, showing that the EPs’ work had directly enabled the children to “make a positive contribution”. In addition, teachers and psychologists observed several social, cognitive and personal benefits to the children brought about by their engagement in the processes of questioning, data gathering, analysis, knowledge generation, and dissemination. The authors emphasise the potentially valuable contribution of EPs in promoting children and young people’s understanding and application of research skills, and in working directly alongside teachers within the classroom. Furthermore, the project represents a successful example of EPs and teachers engaging in joint direct work with children. 相似文献
12.
Dyslexia is known as a Learning Disability (LD), a reading disability and a neurological disability; yet there is confusion about dyslexia and the associated support required in learning. Challenges are experienced by adult students with dyslexia in both social and organisational contexts. This study explored the life experiences of adult students with dyslexia, in Technical and Further Education (TAFE) Colleges in Australia. The shift from a prior negative self‐perception to a current positive social identity in adult students with dyslexia can be developed through key supporting relationships and interactions in educational institutions. 相似文献
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In this qualitative case study, we used the framework of positioning to show how college-age tutors and their middle school tutees interact in an afterschool tutoring setting with regard to ability. The authors show how educational tracking and understandings of disability permeated tutoring spaces and influence tutors’ instructional decisions. Even though the tutors’ participation in this program was framed as an act of social justice, the tutors do not feel empowered to use a critical lens when discussing tracking and/or disability because, as the authors posit, the framing of the college students as role models and these middle school students as “needy” prohibits conversations that do not have easy answers. 相似文献
14.
Empowering senior citizens helps to preserve optimal physical, mental, and social activity among this age group. It helps them grow old successfully. The development of the mediator figure is an educational opportunity for the senior citizens and their social environment, and it contributes to the promotion of the mediation culture. Thus, this study aims to explain the implementation of a program and its results, a program that seeks to develop the “senior citizens” figure and to empower senior users of leisure facilities with basic social skills. The results were obtained from three senior centers and a total of 32 subjects that followed the training, 21 of which asked to keep spreading the culture of mediation. The main results show a significant improvement of their skills regarding conflict understanding, communication, and handling of conflict situations. Furthermore, 21 of the participants made and implemented 11 projects of social actions in the communities where they live. In addition, the program was evaluated as highly satisfactory. These findings show the effects of this kind of educational program, which predict future possibilities for mediation in senior citizens from an educational perspective. 相似文献
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Paul Bramston Karen Bruggerman Grace Pretty 《International Journal of Disability, Development & Education》2002,49(4):385-397
Community integration has increasingly become the focus of research and practice in the field of intellectual disability. Recent research has demonstrated that community integration needs to be more than simply living within a community, people need to use the community and feel like they belong. This study pioneers the use of a sense of community measure to better understand the degree to which feelings of belonging are associated with quality of life. One hundred and thirty two students from both urban and rural schools participated in this study. Half of them had an intellectual disability and the remainder were matched peers without a disability. Life satisfaction scores for adolescents with an intellectual disability were found to correlate significantly with reported levels of activity, friends and support in the neighbourhood. People with an intellectual disability reported lower usage of some community facilities and significantly lower social belonging and empowerment than their matched nondisabled peers. The groups did not differ significantly on the sense of community measure and the above patterns were true for both urban centres and rural towns. 相似文献
17.
Urban schools and immigrant families: Teacher perspectives 总被引：2，自引：0，他引：2
Thomas D. Gougeon 《The Urban Review》1993,25(4):251-287
Teachers of two urban senior high schools talk about barriers and bridges in communicating with English as Second Language (ESL) minority students and their parents. The paper focuses on student, parent, and school characteristics with respect to intercultural communication. The typical ESL student is characterized to be alienated, displaced, and in denial of other cultures. Typical parents are distrustful of Western ways, resistant to adopting new values, patriarchal, yet dependent on their children. The school system is characterized as ethnocentric and uncommitted to providing equal services to all students including ESL students. The paper then focuses on student, parent, and school needs to enhance intercultural communication effectiveness. ESL students need to feel connected at many levels of society and to develop social communication skiils, self-empowerment, and greater sensitivity to other cultural minorities. Parents need a greater connection with the school system, a greater understanding of the tensions between their culture and the mainstream culture, greater collaboration skills, and less dependency upon their children as interpreters. Members of schools systems need to develop policies that reflect a greater awareness of intercultural problems and a greater commitment to equal educational opportunities.This study is partially supported by the Alberta Advisory Committee for Educational Studies (AACES). A version of this paper was originally presented at the Annual Meeting of the American Educational Research Association in San Francisco, April 1992. 相似文献
18.
Judith Anne Mckenzie Catriona Ida Macleod 《International Journal of Inclusive Education》2013,17(10):1083-1098
In this study, we adopt the concepts of Michel Foucault on the medical gaze and Nikolas Rose on psychological expertise to differentiate between two forms of expertise evident in the education of intellectually disabled children. We draw on a discourse analytic study carried out in South Africa on intellectual disability in relation to educational practice to examine the operation of a medico-psychological gaze that calls for disability expertise in the management of disability. We conclude our discussion by noting that the dichotomy between impairment and disability that is proposed in the social model of disability does little to destabilise the power of the medico-psychological gaze since impairment is conceded to biomedical knowledge as an object of positive knowledge. This tacit acceptance of the medical authority gives sanction to disability expertise that operates in diffuse ways to regulate the educational experience of learners with intellectual disability. The implications of this conception for inclusive education are briefly explored, and further areas for research are suggested. 相似文献
19.
Robin Lennon-Dearing 《Journal of Teaching in Social Work》2013,33(5):544-556
Generalist practice social workers need to master group leadership and facilitation skills, and the best way to achieve this goal is through actual practice. An innovative teaching approach used to engage undergraduate social work majors in developing group facilitation skills is a “hands-on” service-learning experience leading social skills groups with middle school children. Students have the opportunity for a meaningful educational experience while working with children in a school setting. A four-session social skills curriculum is provided. 相似文献
20.
Rachel Johnson John R. Hegarty 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):479-486
Adults with learning disability pose an educational challenge for teachers and support workers. They frequently have limited skills in reading and writing, and may find it difficult to pay attention to topics of little interest to them. Nevertheless, they can be keen to use new technology, and often have hobbies and interests that are catered for on the Internet. This article describes a project aimed to highlight the advantages and weaknesses of web‐based learning for adults with learning disability, and to suggest improvements. Eight students with mild to moderate learning disability were helped to find websites related to their interests, and supported in creating multimedia work linked to those sites. Results showed the powerfully motivating effect of the websites for students, but highlighted the access difficulties posed by websites for such students. Further work in this area is needed, to develop strategies for exploiting the motivating effect of websites, and to improve the accessibility of sites for people with low literacy levels. 相似文献