共查询到20条相似文献，搜索用时 250 毫秒
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关于普小教师与特教教师对有特殊教育需要学生随班就读态度的调查 总被引：12，自引：6，他引：6
从北京市普通小学和特殊学校中随机抽取了 1 88名教师进行问卷调查。结果表明 ,对有特殊教育需要的学生在普通班级随班就读的基本态度上 ,普小教师持赞同态度的人数百分比明显低于特教教师。教师对随班就读的态度不受教龄、性别及是否修读过特殊教育课程的影响。教师对有特殊教育需要学生在普通班级随班就读的主要忧虑是学生的学习能力较差、教师专业知识和经验不够 ,缺少时间和精力、同学关系、教学条件、家长配合、学生的行为问题、教师态度、以及相应的政策、人员编制、校领导的关心和支持等。 相似文献
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上海市随班就读教师现状调查 总被引：2，自引：1，他引：1
采用自编"随班就读教师现状调查问卷"对上海市410名随班就读教师对随班就读的认识、对随班就读学生的接纳态度,以及教师的工作现状进行了调查.调查显示:上海市随班就读教师的教龄、学历分布合理;教师们对随班就读有理性上的认同,对特殊学生总体接纳态度较好;教师们对特殊教育专业培训意愿较强.调查还表明,目前上海市接受过特殊教育专业培训的随班就读教师比例偏低;教师们更倾向于接纳智力残疾、肢体残疾和学习障碍的学生,而对脑瘫、情绪和行为障碍等学生的接纳度较低;教师对特殊儿童的教育需求和学习特点不够了解,对特殊学生开展的课堂教学与课外指导存在困难. 相似文献
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本刊讯教育部日前印发《普通学校特殊教育资源教室建设指南》（以下简称《指南》）,提出招收5人以上数量残疾学生的普通学校,一般应设立资源教室。不足5人的,由所在区域教育行政部门统筹规划资源教室的布局,辐射片区所有随班就读学生,实现共享发展。《指南》明确指出,资源教室是为随班就读的残疾学生及其他有特殊需要的学生、教师和家长, 相似文献
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对随班就读教师差异教学能力构成的分析 总被引：3，自引：3，他引：0
随班就读经过二十年的发展,已经成为我国特殊教育发展的主体,提高随班就读教育教学质量成为特殊教育面临的新任务.本研究认为,差异教学适应了特殊教育发展对教师教学能力提高的要求,通过对随班就读教师差异教学能力构成的研究,得到以下结论:在随班就读中实施的差异教学是差异教学的一种实践形式,随班就读教师差异教学能力可以用一般教学能力模型来进行构成分析.由于随班就读学生有特殊教育的需要,随班就读教师应具有比普通教师更为宽厚的知识结构,除了具有普通教育的知识、技能以外,还需要特殊教育知识、技能.同时,随班就读教师获取校内外资源、主动运用随班就读支持保障体系的能力,也是随班就读教师的差异教学能力之一. 相似文献
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特殊儿童是指身心发展上有缺陷的儿童，又称身心障碍儿童或残疾儿童。如智力残疾、听力残疾、视力残疾、肢体残疾、言语障碍、情绪和行为障碍、多重残疾，等等。随班就读就是指在普通教育机构中对特殊儿童实施教育的一种形式。例如在普通幼儿园和实施义务教育的普通中小学普通班里让特殊儿童少年与同龄儿童少年一起学习和活动，教师们根据随班就读学生的特殊教育需要，给予特别的教学和辅导，使他们学有所得， 相似文献
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彭霞光在《中国特殊教育》2011年11期提出了完善我国随班就读师资岗前和岗后培训的建议。一是实施随班就读教师认证资格制度。对于满足任职资格条件的教师给予认证证书。随班就读班主任教师应当是具有一年以上教龄的合格普通教师,要热爱残疾学生,有奉献精神和管理能力,掌握随班就读基本教学原则和方法,并具备特殊教 相似文献
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利用质的研究方法,研究了—位随班就读学生在普通学校的学习情况。结果发现,学校和部分教师对此学生的态度不够积极,对他的教育教学缺乏针对性。研究结果启示我们要加强对随班就读学生的个别化教学,以满足他们的特殊教育需要。 相似文献
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张卫杰 《江西电力职业技术学院学报》2018,(1)
随班就读是指特殊教育需要学生在普通教育机构中和普通学生一起接受教育的一种特殊教育模式。本研究选取阳泉师范高等专科学校现有普通师范教育和特殊师范教育两大专业作为研究对象,采用问卷调查法、访谈法做了相关分析,得出如下结论:专业不同对随班就读教学认同的差异影响显著,当前教师缺乏与特殊教育相关的知识技能,普通师范专业学生有学习特殊教育相关知识的意愿。并在此基础上提出了相关对策。 相似文献
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This study examines the impact of a revised one-week training course on teacher self-efficacy in terms of improving teaching and learning strategies and classroom management to support students with special educational needs (SEN) in ordinary schools in Hong Kong. Various teacher-related variables (i.e., level of prior training in special education, confidence in teaching students with SEN, knowledge of legislation and policies, years of teaching, teaching experience with students with SEN, gender, and school type) are analyzed among 347 regular primary and secondary teachers. Teacher confidence and school type are determined to be significant predictors for the self-efficacy of teachers in inclusive education. 相似文献
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Pattie Luk Fong Yuk Yee 《International Journal of Inclusive Education》2013,17(1):89-103
Following the world trend of inclusion in education, many schools in Hong Kong have started including students with special needs in the regular classrooms. Given the unique educational context of Hong Kong as 'East meets West', and given that inclusion is essentially a concept from the West, this paper argues that Hong Kong's integration has its unique hybrid features. This paper reports the experience of one primary school in the process of change in areas of stages of integration, leadership and whole school approach, during a two-year implementation period. Change processes at the school, classroom and individual levels are discussed. A case study methodology is used so that unique characteristics of the school in its naturalistic settings can be captured. Data were obtained from observation, documentary analysis, individual and group interviews of different school stakeholders: the principals, parents, teachers, resource teachers, and guidance personnel. Implications of findings to schools in Hong Kong and other countries facing similar issue in parallel and mixed cultural settings are discussed. 相似文献
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C. K. Cheung 《Educational studies》2005,31(4):361-374
In this age of new media, children are exposed to media messages at an early age. What can we do when the mass media exert such a great influence on children? One proposal has been for the introduction of a new school subject: media education. Though media education has not been part of the official curriculum in Hong Kong, some schools, both primary and secondary, have tried it out. This paper argues for the desirability of introducing media education in primary schools in Hong Kong, with regard to social change, recent education reform and learning initiatives of primary pupils. It then draws on the findings of a study conducted in a local primary school to examine the views of pupils, parents, and teachers on the effects on pupils of the implementation of media education lessons and campus radio projects in this age of new media. 相似文献
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再论融合教育:普小教师眼中的"随班就读" 总被引：6，自引：5，他引：6
在中国 ,融合教育的主要安置形式是随班就读。本文使用开放式问卷 ,录音采访了大连市 1 1所普通小学的 2 3位班主任教师。研究的结果表明 :(一 )大连市的普小教师对特殊儿童随班就读基本上持接受态度 ,集中有近一半多的教师认为要视学生的残疾种类合程度来确定特殊儿童是否随班就读。(二 )在多数普小教师看来 ,特殊儿童与正常儿童之间的交往势必交顺利的 ,特殊儿童的社会融合经常出现在课外活动、集体活动、游戏的场合 ,而在课堂学习的情况下较难产生。 (三 )从社会融合的可利用资源中 ,社区、学校、家庭之间的相互支持、协作的桥梁并未建立起来。 (四 )普小教师对随班就读工作的建议是希望得到特殊教育知识的培训。 相似文献
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Lo Yiu Chun 《Curriculum Journal》2013,24(3):419-442
ABSTRACT The purpose of this article is to analyse the nature of the School‐based Curriculum Project Scheme (SBCPS), which was introduced into the Hong Kong education system in 1988. The aims of the scheme were to promote school‐based curriculum development (SBCD) designed to meet the learning needs of pupils and to encourage teachers to solve curriculum problems. Overall, the article provides insights into the characteristics of the SBCPS which was introduced into a highly centralized context and was initiated through a highly centralized mechanism, and describes how it was implemented into Hong Kong schools. This underlines the need both to view curriculum policies critically and to recognize the impact that the prevailing culture in schools has on attempts at curriculum innovations. 相似文献
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Johannes Mand 《欧洲特需教育杂志》2013,28(1):7-14
The rejection of pupils with behaviour problems is a serious problem for inclusive education schools. Sometimes parents prefer special schools because they do not want their children to become outsiders in integration classes. Are they right? The study presented here surveys children with behaviour problems in integrated primary school classes and in special education schools. The main focus is the extent to which behaviour problems influence social relations within the classes. The findings indicate that German pupils with behaviour problems are not well liked. The comparison of special education classes and integrated primary school classes also shows, however, that this is not solely a feature of integrated classes. Pupils with behaviour problems are disliked in both systems, and to a comparable degree. This means that there may be some good arguments for special schools. But both systems—special schools and integrated school classes—have outsiders. Especially parents of pupils with learning difficulties and behaviour problems should know that there is no difference here between special education classes and integrative primary school classes. 相似文献
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Nicholas Sun-Keung Pang Ting Wang Zoe Lai-Mei Leung 《Asia Pacific Journal of Education》2016,36(2):231-247
AbstractThis study explored the characteristics of professional learning communities (PLCs) in Hong Kong primary schools. It investigated the profiles of the strengths of professional learning community in schools under study and particularly examined the practices in schools which were identified as strong PLCs. It extends research on PLCs in the Hong Kong context and formulates a quantitative perspective to compare and validate PLC variables across schools in Hong Kong. The Professional Learning Community Questionnaire (PLCQ) for Hong Kong schools was developed to assess the PLC practices in six different areas: leadership for teacher learning, collaborative learning capacity, student-focused orientation, a culture of sharing, mutual understanding and support, and continuous professional development. A composite construct, the Professional Learning Community Index (PLCI) expressed in quantitative terms was utilized to assess the strength of PLC in a school. The research findings show that within the schools which were identified as strong professional learning communities, both the school leaders and teachers had strong emphases on the six subscales of the PLC practices. 相似文献
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Susie Russak 《International Journal of Inclusive Education》2016,20(11):1188-1203
The study of additional languages is mandatory for all pupils in most European countries. Usually, the first foreign language is English. This is due to the status of English as a global language. According to inclusion laws, pupils with special educational needs (SEN) should be taught in regular classes with support services by teachers with special education training. Often, however, foreign language teachers lack training and do not know how to adapt teaching methods for pupils with SEN in the regular language learning class. In this study, 109 elementary school teachers filled out questionnaires examining practices and attitudes about inclusion of pupils with SEN in the English as a foreign language (EFL) class in Israel. Findings indicated that pupils with SEN are included in regular EFL classes, taught with the same materials as the class, usually by teachers with no specialised training and no teaching assistants. Teachers are not always encouraged to take in-service courses on how to teach these pupils. No significant difference were found between teachers with and without special education training regarding inclusion practices, but slight differences were found with regards to attitudes towards inclusion of pupils with SEN. The majority of teachers felt that pupils with SEN should be taught in special education settings with specialised materials, and not in the regular education class. These findings raise questions regarding the efficacy of inclusion laws and language learning policies. 相似文献
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Lesley Abbott 《International Journal of Inclusive Education》2013,17(6):627-643
Inclusion has been a central educational issue for well over a quarter of a century, with continuing emphasis worldwide on initiatives by governments, Higher Education Institutions and schools that respond to the needs of children and young people with learning difficulties, disabilities or other disadvantage. This paper reports how Northern Ireland head teachers interpret inclusion in the nursery, primary, post‐primary and special sectors. Those in mainstream schools showed whole‐hearted commitment to the philosophy and practice of inclusion, and could critically examine what they have achieved so far. However, they recognized persistent and varied constraints both within and beyond their schools. Head teachers in the special sector perceived their schools to have a multiple role in providing for pupils with the greatest need, reintegrating those on placement into their regular schools, and offering outreach support to mainstream colleagues. The implications for all aspects of teacher education were identified, for beginning teachers, for more experienced practitioners and for the head teachers themselves. A number of key factors were suggested to make inclusion work. 相似文献
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Albert W. Wienen Laura Batstra Ernst Thoutenhoofd Elisabeth H. Bos Peter de Jonge 《欧洲特需教育杂志》2019,34(1):114-123
The widely supported wish for more inclusive education places ever greater expectations on teachers’ abilities to teach all children, including those with special needs and challenging behaviours. The present study aimed at the question whether teachers judge pupil behaviour more negatively if there are more children with difficult behaviour in class. The teachers of 184 classes in 31 regular primary schools were asked to complete the Strength and Difficulties Questionnaire (SDQ-L) for 3649 pupils. Six linear mixed models were carried out with as independent variable the number of pupils that teachers perceived to have ‘abnormal behaviour’, and the class mean without these pupils as the dependent variable. For all SDQ-L subscales – emotional problems, behavioural problems, problems with hyperactivity, problems with peers, poor prosocial behaviour and total problems – the number of pupils perceived as problematic was associated with less favourable teacher perceptions of the rest of the class. The results of this study are a plea for a contextual perspective on pupil behaviour in class, both where teachers are asked to report on individual pupils, as well as where interventions are done on emotional and behavioural problems in class. 相似文献