共查询到19条相似文献，搜索用时 140 毫秒
1.
随着我国国民经济的持续快速发展和教育普及的不断深入,残疾人接受高层次、多样化、高质量教育的需求日益增长,广大残疾适龄青年,迫切需要通过接受高等教育来提升自身素质和参与社会生活的能力.
由于我国残疾人高等教育起步晚,基础薄弱,仍面临突出问题和困难,主要表现为残疾人高等教育经费投入不足,专业设置较窄,办学条件亟待改善,学生实训基地等支持保障条件短缺,残疾大学毕业生就业难等.为加大对残疾人高等教育的扶持和投入,保障残疾人接受教育的权利,促进教育均衡发展和社会公平,提出以下建议: 相似文献
2.
根据残疾学生的生理、心理和认知特点,创建残疾人高等教育人才培养体系,开展残疾人特殊高等教育,这是高等教育的应有之义;把一个残疾人,通过最佳高等教育,培养成能够就业,甚至能够创业的高素质高级专门人才,可以更充分实现残疾人的社会价值和人生价值,促进残疾人整体科学文化素质的提高。特殊高等教育人才培养体系与普通高等教育人才培养体系的架构是一样的,但是在内容上有很大区别,区别就在于必须考虑残疾学生的生理、心理和认知特点。残疾生的特殊性要贯穿整个培养过程,同时也要融入普通高等教育之中。一、培养目标和专业设置要有利于学生… 相似文献
3.
在关于残疾的观念上存在差异
改善高校乃至全社会对残疾的落后观念对发展残疾人高等教育至关重要。特殊教育发达国家在残疾的观念上已经经历了一个重大的思想跨越,认识到残疾是值得接纳、尊重和了解的。美国残疾人法案中使用的术语,深刻地反映了一个国家在过去的25年中对残疾人态度和观念的变革。 相似文献
4.
美国教育部"示范项目"用于资助高等学校中从事残疾学生教学与管理的师资和行政管理人员,通过专业发展与培训提高技能,开发创新、高效的教学方法等。"示范项目"的实施对美国残疾人高等教育发展产生较大影响,也为我国残疾人高等教育的发展提供了启示。 相似文献
5.
本文根据残疾大学生的生理、心理和认知特点,总结17年的办学经验,提出了残疾人高等教育本科人才培养体系的几个要点。全面、系统、深入地论述了残疾人大学生的培养方案、专业设置、教学方法、教学手段和教学设备,探索、开辟残疾人高等教育的途径。 相似文献
6.
江苏残疾人高等职业教育依托地方文化产业设置专业,根据残疾学生生理和心理特点,科学规划与设计教学内容,构建完善的教育支持与服务体系,通过与企业、研究机构以及社会组织合作,建立多层次的人才培养体系,提高了残疾学生整体素质及生存能力,促进了其顺利融入社会。 相似文献
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8.
残疾人职业教育作为我国职业教育中重要的组成部分,其发展规模和质量对促进我国现代职业教育体系的构建具有重大意义。残疾人中高等职业教育"2+3"学制的建立,符合残疾学生及其家庭的现实需要,符合残疾学生能力发展规律,能提高残疾人就职创业能力。通过设置合适的专业和一体化课程,实现产教深度融合,推动残疾人中高等职业教育协调发展,为特殊教育事业的可持续发展寻求新的路径。 相似文献
9.
英美特殊教育热点透视及启示——二论残疾儿童教育公平 总被引：2，自引：0，他引：2
英国的近期教育发展表明,更多数量的残疾学生正在接受高等教育。但是,还有很多领域急需进一步的发展。在美国,残疾学生的情况曾一度比较乐观,但也出现了反对残疾学生教育的偏激观点和激烈争论。联邦政府在“学习障碍”上的扶持资金数量引起人们对残疾文化的深入反思,这种残疾文化被认为是鼓励学生关注自己的弱点,而不是优点。尽管英国当前有关残疾人事业的立法得到了有力的贯彻实施,美国也建立起更有益于残疾学生的广阔教育框架,但是,一边是大力扶持学习障碍学生,另一边是残疾人即便具备从业素质也很难得到用人单位的欢迎,这两边的不对称、不协调为我们深度研究残疾学生教育公平提供了经验和启示。 相似文献
10.
我国残疾人高等教育公平研究 总被引：1，自引：1，他引：0
残疾人高等教育公平是教育公平的重要内容之一.本文通过分析残疾人高等教育中存在的教育管理体制不健全、教育投入不足、考试招生和资助政策不完善、专业和课程设置单一、无障碍环境建设薄弱、残疾毕业生就业或继续深造困难较多等问题,提出调整残疾人高等教育政策价值取向、健全教育管理体制、加大教育投入、加快专业课程和无障碍建设、落实就业优惠政策等对策建议,希望能促进我国残疾人高等教育公平的真正实现. 相似文献
11.
Brian Mac Giolla Phádraig 《Irish Educational Studies》2013,32(2):37-46
Abstract In the last decade access initiatives have been designed to facilitate greater access and participation for people from marginalised groups who have traditionally been excluded from higher education. In common with international trends, young people with disabilities in Ireland have been included in this process. However, people with disabilities remain under‐represented in higher education. This study explored the quality of access to higher education for young people with disabilities through existing access routes. Both the young people and the professionals (career guidance teachers) agreed that access routes lack transparency. There was a dearth of professional knowledge about the options available to young people with disabilities leaving school. This lack of professional knowledge combined with the opaqueness of access routes forced the young people to rely on parental support and/or disability agencies for information and guidance. It can be concluded that goodwill and compassion are no substitute for an informed system that ensures equitable access for young people with disabilities to higher education. 相似文献
12.
生活世界是残疾人体育教育的现实基础和意义之源.目前我国残疾人体育教育发展迅速,但也表现出了一个误区就是脱离残疾人的生活世界,这样就会使残疾人体育教育的发展丧失存在的意义基础.本文力图通过对残疾人体育教育的反思和生活世界内涵意蕴的阐释,探究残疾人体育教育的本真意义,使残疾人体育教育摆脱隔离和遗忘生活世界的现代困境,进而使残疾人体育教育向生活世界的回归成为可能. 相似文献
13.
John Kubiak 《Irish Educational Studies》2013,32(2):125-143
Over the last number of years, opportunities to learn in higher education for people with intellectual disabilities have increased. Consequently, this subgroup of students is gradually becoming part of an increasingly diverse college community. Because learning varies across different individual cultures and systems of higher education, our current understandings of how students with intellectual disabilities learn are inadequate. This study set out to explore how people with intellectual disabilities learn in one Irish college. Eighteen students with intellectual disabilities were asked to make a drawing of how they understood learning and were interviewed by six of their peers who trained as co-researchers. The findings indicate that the learning experiences of these students are as complex and as multifaceted as any other college student. A model that captures this learning is presented using four categories: the Cognitive Stages of Learning, Self-regulation of Learning, Learning as Collective Meaning Making and the Supportive Environment and Learning. The learning potential for people with intellectual disabilities presented in this paper goes some way to addressing preconceived notions associated with the label of intellectual disability. 相似文献
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目前,世界各国均将终身教育作为最重要的战略手段运用于提高国民素质和社会经济发展,并在实施过程中,高度重视弱势群体的教育机会平等问题。文章从终身教育视角分析了残疾人高等教育的高校支持现状及支持延伸的必要性,进而提出培养残障人士终身教育理念,关注残障儿童学前教育的准备支持,完善“中等—高等教育”的过渡支持,做足“高校毕业—就业”的后续支持,健全制度、政策和财政保障支持等五方面具体措施。 相似文献
15.
Salih Rakap Asiye Parlak-Rakap Burak Aydin 《International Journal of Inclusive Education》2016,20(11):1223-1237
Inclusion of young children with disabilities into general education classrooms is a common practice that has been implemented for many years in developed countries around the world and many developing countries have been creating and implementing laws and regulations to support inclusive education in early years. Although extant literature includes a commonly agreed definition for inclusion, the implementation of inclusive practices varies across countries. A critical factor for successful implementation of inclusive practices is teachers’ attitudes towards inclusion of children with disabilities. The purpose of this study was to compare Turkish and American pre-service preschool teachers’ attitudes towards inclusion of young children with disabilities and their willingness to work with children with severe behavioural, physical, and cognitive disabilities. A total of 123 pre-service teachers participated in the study. The results showed that pre-service teachers across two countries had similar attitudes towards inclusion and their attitudes were positive. Additionally, both groups of pre-service teachers reported more favourable attitudes towards working with children with severe physical disabilities than those who have severe cognitive and behavioural disabilities. Implications for future research and practices are discussed. 相似文献
16.
残疾人就业问题是社会全面进步的重要标志之一,也是以人为本发展的体现,解决好残疾人就业的问题是解决残疾人所有问题的根本。针对目前残疾人普遍受教育水平低、就业质量差的现状,高等教育应该拓宽教育覆盖范围,实现教育公平性,通过以就业为导向的残疾人高等教育改革,树立残疾人自信心,提升残疾人形象,使残疾人通过就业的方式回归社会,分享社会发展的成果,最终促进社会和谐和幸福中国的建设。 相似文献
17.
新时期对发展我国高等特殊教育的思考 总被引：1，自引：0，他引：1
随着我国经济的不断发展和社会的进步 ,残疾人的高等教育问题越来越受到党和各级政府部门的高度重视。由于教育人权意识的加强 ,残疾人接受教育的需求也会逐步增大。在这样新的历史时期 ,从事残疾人高等教育的院校 ,不论在教学观念上还是办学模式上 ,以及培养目标上都会有很大的变化 ,本文总结新时期高等特殊教育出现的新问题 ,提出了对发展我国高等特殊教育的一些思考。 相似文献
18.
This paper explores the changing terrain of disability support policy in Australia. Drawing on a critical disability framework of policy sociology, the paper considers the policy problem of access to education for people with disabilities under recent reform by means of the National Disability Insurance Scheme (NDIS), which commenced full roll-out across the country from July 2016. The paper reviews NDIS reports, legislation and associated literature to consider how eligibility to scheme participation and education services are shaped, and how education is positioned in the development and implementation of the NDIS. The analysis highlights tensions that exist for people with disabilities and their families who both access the scheme and who might draw on its provision to support their education, because of the way the policy is oriented towards pathological categorisation, standardised outcomes and service delineation rather than integrated support and informed involvement. The paper concludes by arguing that despite the policy priority across Organisation for Economic Co-operation and Development countries of increasing lifelong learning opportunities, fragmented NDIS policy in Australia prevents people with disabilities from achieving this ideal. 相似文献
19.
残疾人职业教育的发展离不开法治的支撑和保障,但学界对残疾人职业教育立法研究关注不够。在建设和谐社会、促进教育公平的时代背景下,探究残疾人职业教育立法更具现实意义。本文从残疾人生存困境与职业教育现状出发,在深入分析我国目前残疾人职业教育立法缺陷和不足的基础上,从宏观和微观两个层面,提出职业教育立法要遵循的若干原则和具体制度的构建,以规范和保障残疾人职业教育在法治化轨道下健康发展。 相似文献