共查询到19条相似文献，搜索用时 328 毫秒
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论全纳教育中的家长参与 总被引：3，自引：3，他引：3
全纳教育乃当今特殊教育界讨论的一大热点 ,也是国际上特殊教育发展的一大趋势。而无论特殊教育发展到何种阶段 ,家长参与的作用都不可忽视。因此本文试图从全纳教育和家长参与的基本概念、家长参与全纳教育应树立的观念及应采取的措施三方面来探讨全纳教育中的家长参与。 相似文献
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为保障特殊教育需要学生的教育质量，英国实施了规范、专业的学业评价。2020年英国教育部颁布以学生为中心的过程性评价模式“参与模式”。该模式注重学生在真实教育情境中的进步表现，为尚未达到国家课程评价标准且无法参与学科学习的特殊教育需要学生提供灵活、全面的学业评价。本文从探析参与模式的产生背景出发，对参与模式的适用对象、设计思路、应用原则、评价内容、评价方法、评价流程、实施成效以及特征等方面进行介绍。借鉴参与模式的经验，我国可以考虑从制定特殊教育学业评价标准、构建以能力为导向的学业评价模式和多元协作的特殊教育学业评价监管体系入手，不断优化特殊教育需要学生的学业评价体系。 相似文献
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一、英国特殊教育监督评价机制1.英国特殊教育监督评价机构。1992年的《家长法案》和《市民法案》使英国现代教育督导制度发生了一次重大变革。这两个法案规定,每个家长有权了解学校的办学情况和教育质量,政府应当加强教育的开放度、透明度, 相似文献
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董莉 《成都教育学院学报》2010,24(6):32-34
美国纽约州儿童青少年特殊教育进程分为推荐、鉴定、建议、实施、年度复查和三年鉴定六个步骤,纽约州有科学的程序对儿童进行评估,家长、学校和社会共同参与保证了每个儿童都有接受特殊教育的权利。我国应在完善法律法规、整合不同资源、规范评估过程等方面进一步加强,以促进我国特殊教育事业的蓬勃发展。 相似文献
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自1994年联合国教科文组织提出“全纳教育”以来,英国教育界对于全纳教育的争议就没有停止过.持“全纳”观点的学者认为,特殊教育不应该只在特殊学校实施,这违反了人权;而持“特殊”观点的学者认为,全纳教育流于形式,不能真正实现学生的共同参与和家长的真正选择.英国教育界虽然对于“全纳”还是“特殊”的形式存在争议,但是他们对于全纳教育的目标却是一致的,都是为了促进学生发展,为有特殊教育需要的儿童和青年成功过渡到成年作准备. 相似文献
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对特殊儿童家长参与学校教育的思考 总被引：5，自引：0，他引：5
王强虹 《西南师范大学学报(人文社会科学版)》2004,30(1):91-95
特殊儿童家长参与学校教育是现代特殊教育的重要议题之一。与世界发达国家相比，我国特殊儿童的家长参与学校教育的问题在理论和实践上都还显得很不深入。以笔的第一手研究材料为基础，参照西方学关于“参与模式”、“家长需求”、“家长角色”和“家长的心理压力”的理论论述，对“家长参与”这一世界性的重要议题可以进行切合实际的探讨和思考，并由此提出了促进家长参与的几项策略。 相似文献
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本研究采用观察法、访谈法及文本分析法,对一名安置于公立幼儿园的有特殊需要幼儿的融合教育进行了个案研究,重点考察个别化教育计划(IEP)对有特殊需要幼儿进行融合教育时所具有的作用及其在具体实施过程中可能出现的困难,以深入探讨学前融合教育中的IEP实践模式。研究结果显示,引入IEP对提高融合教育质量有重要作用:IEP能增进幼儿园、高校特殊教育专业人员和幼儿家长三方的互信和合作,能使三方更准确地了解有特殊需要幼儿的问题与需求,帮助教师和家长获取有关特殊教育的专业知识和技能,从而提高教育和服务的针对性和有效性。但当前在公立幼儿园中开展IEP实践存在着课程、人员和实施等方面的困难。基于此,本研究提出了基于IEP对有特殊需要幼儿进行融合教育的三方合作模式。 相似文献
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The aim of this study is to review literature about parents’ attitudes towards inclusive education. Special attention is paid to parents’ attitudes and to the effect of these on the social participation of children with special needs in regular schools. A review of the literature resulted in 10 studies showing that the majority of parents hold positive attitudes. However, parents of children with special needs reported various concerns, including the availability of services in regular schools and individualised instruction. Several variables were found which relate to parents’ attitudes, such as social‐economic status, education level, experience with inclusion and type of disability. No studies examined the effects of parental attitudes on the social participation of children with special needs. The importance of positive parental attitudes is elaborated in the discussion. 相似文献
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《British Journal of Special Education》1986,13(1):19-21
Parents of children assessed for special educational needs were interviewed in two London Boroughs. The results, highly relevant to the current issues of integration and parental participation, are discussed by Dr Sarah Sandow, principal lecturer in the Education Department, West London Institute of Higher Education, and research assistant, Penny Stafford. 相似文献
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James Hogg 《欧洲特需教育杂志》2013,28(3):293-297
This study had three objectives. One was to compare the needs, resources and supports perceived as available and needed by 32 parents of children with mild to moderate intellectual impairments, educated in self-contained special education classes (SCS), and 46 parents of children with general special needs educated in regular classes. A second objective was to compare these perceptions to the rated degree of pupil impairment. The third objective was to examine the applicability of two surveys. Results revealed that parents perceived strong informational needs regardless of educational setting, though the parents of children in the SCS group expressed stronger informational needs. Parents of children in the SCS group tended to be more satisfied with their relationship with schools than parents in the comparison group. Child impairments in the areas of social skills, behaviour, communication, and thinking and reasoning were highly correlated with parental needs and parental perception of school supports and resources. Factors influencing parental self-efficacy are discussed and recommendations are made for enhancing parental involvement in the child's education. Suggestions are also made for utilizing information derived from this study when planning the implementation of inclusive schools. 相似文献
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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
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Developing positive school–home relationships through structured conversations with parents of learners with special educational needs and disabilities (SEND) 
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下载免费PDF全文 Ann Lendrum Alexandra Barlow Neil Humphrey 《Journal of Research in Special Educational Needs》2015,15(2):87-96
Parents play a crucial role in their children's education, and their active involvement can lead to better outcomes. However, evidence suggests that parental engagement and confidence among perhaps the most vulnerable group of learners – those with special educational needs and disabilities (SEND) – may be lower than for those without difficulties. We report on research exploring a model for developing positive home–school relationships, known as ‘structured conversations with parents’, which was implemented as part of a comprehensive intervention to improve outcomes for learners with SEND (the Achievement for All pilot). Our research design utilised both quantitative and qualitative elements, including school‐level surveys, parent questionnaires, interviews with key personnel and stakeholders, and case studies of pupils/parents in participating schools across 10 local authorities in England. Our analyses suggest that the structured conversations with parents were successful in achieving their intended outcomes, albeit with important caveats in relation to issues of individual differences, implementation fidelity/adherence and sustainability. 相似文献
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我国特殊需要儿童教育诊断评估的研究现状与发展趋势 总被引：1，自引：1，他引：1
教育诊断评估是特殊需要儿童教育的起点,也是特殊需要儿童教育质量的保障。本文对近十年(1997-2006)国内关于特殊需要儿童教育诊断评估的研究成果进行分析、梳理、总结、概括,探讨国内特殊需要儿童教育诊断评估的研究现状及发展趋势,从而为我国特殊需要儿童的诊断评估的发展、完善提供借鉴。目前我国特殊需要儿童教育诊断评估研究反映出四个特征、六个问题与六个发展趋势。 相似文献
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Enabling pupils with special educational needs to participate more fully in the assessment, planning and evaluation of their own learning has become a principle enshrined within the legislation of many countries in recent years. Educational policy in both England and the Republic of Ireland has recognised the desirability of increased pupil involvement, and this is reflected in policy documents and in legislation which highlights the requirement of schools to take greater account of the views of pupils. This paper documents the approaches to increased pupil involvement in decision‐making adopted in England and Ireland and provides an overview of the key challenges that face policy‐makers and educators in ensuring meaningful participation for children and young people with special educational needs. 相似文献
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特殊儿童家长是特殊教育重要的资源,家长的意见对为特殊儿童提供合适的特殊教育服务意义重大。本次调查发现家长期望培养的能力与生活密切相关。由此得出启示,学校应以生活适应为核心课程,优化课程结构并以生活适应为核心能力开发校本教材。 相似文献
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Parents of children with special needs face many challenges. One of the challenges is the placement of their children in inclusive early childhood education settings. This article explores these challenges and offers practical suggestions regarding the involvement and support of parents of children with special needs in the placement of their children in appropriate educational settings. 相似文献