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1.
Inclusive education specialists in China hold that,inclusive education,generally speaking,is to break the fence of the traditionally segregated special education,to integrate students with disabilities in regular schools and to enable them study and live together with students without disabilities (Lei,2001).However,it is not always the case.Even if some students with disabili ties have entered regular schools,their genuine participation in education is less likely to be ensured.In some cases,schools place a high value on the quantity rather than quality of inclusive education.Though some students with disabilities attend class,they just sit alone during the whole class period without any participation in the classroom activities or interaction with other classmates.Unfortunately,others are just remained at home in spite of their names on the list.Tang (as cited in Pang & Richey,2006) stated that,"researchers have pointed out that without close,professional supervision,students with disabilities could easily be neglected in general classrooms" (p.85).As is readily seen,students with disabilities under such cir cumstance will not get any benefit from inclusion though its starting point is to provide equal opportunities for them to partici pate in education.When it comes to the students with visual impairments,regular schools fail to meet their special needs since there are not enough special educators and facilities available.So if those students with visual impairments enter such a regular school,they will not get much benefit from inclusion;instead,they will lose opportunities to take genuine participation in education.Therefore,teachers still encounter several challenges relating to students with visual impairments’genuine participation in inclusive educa tion. 相似文献
2.
Parents＇ and teachers＇ perceptions of students＇ general scholastic abilities, such as being able to complete their school work, retain what they learn, and achieve sufficiently compared to other students at their ages, were analyzed for how well they predict parents＇ forms of involvement in their children＇s education and teachers＇ forms of communication to parents. Data were collected from parents and teachers in two Title I, public middle schools in a large, urban city in the southwest. Parent involvement and teacher communication practices were measured using the ＂school and family partnerships survey＂. Parents＇ and teachers＇ perceptions of students＇ general scholastic abilities were measured using a teacher-rating version of the ＂perceived competence scale for children＂. Linear regression analyses revealed that parents＇ perceptions did not predict their involvement, nor did teachers＇ perceptions predict their amount of communication as reported by parents. Although parents＇ and teachers＇ perceptions did not predict involvement in this study, perceptions of children＇s general academic abilities should be further explored in relation to family-school partnerships. The results suggest that involvement in middle school occurs in ways distinctive from elementary school. Therefore, improved instruments are needed to more accurately measure parent involvement and teacher communication at grade levels beyond elementary school. 相似文献
3.
Pavlovic Slavica 《美中教育评论》2010,(10):62-69
This paper deals with 2 focal points of inclusive education, which is the integral segment of the current education reform in the Bosnia and Herzegovina： its position in various proclamations and in primary school teachers＇ reality, i.e., legislative aspects vs. everyday situation in primary schools. The survey research was carried out through the 5-level Liken scale, on the sample of 105 primary school teachers working in Herzegovina-Neretva Canton （specific for its education reform implementation）. The aim was to examine the attitudes of the direct implementators of the education reform and the inclusive education （2003-2009）--primary school teachers, with particular reference to： teachers＇ acquaintance with inclusive education requirements; their involvement in its designing, planning and organization; relevant professional education; school preparedness for inclusive education; level of partnership with relevant subjects; and evaluation of the inclusive education implementation. The results obtained have indicated exactly the lack of the mentioned as the main issues of the implementation of inclusive education within compulsory primary schools in Herzegovina-Neretva Canton. Therefore, this paper gives a kind of guidelines for the improvement of the inclusive education, derived directly from the teachers＇ everyday experiences, problems, proposals, notes and suggestions. 相似文献
4.
Loretta Flanagan Li 《通化师范学院学报》2000,(2)
Why do some Chinese students choose to speak their L1 at home when they are spending time, effort, and money to learn a new language and when they have been told time and again by their teachers to "speak as much English as possible"? The compatibility hypothesis (see Tharp, 1994) predicts school success for Chinese children, because their teachinglearning modes match with U.S. education practices. This may also be true of Chinese adults at school (see Park, 1997), but I would like to suggest that the typical home practices of Chinese 相似文献
5.
Melek Demirel 《美中教育评论》2010,(3):79-91
Educable mental retardation is a delay in acquiring basic reading, writing and counting skills emerging through late speaking and linguistic development along with social, emotional or behavioral problems. It is pointed out that such children have intelligence in the 45-74 range, and that they are incompetent in terms of language skills, perception power, memory capacity, imagination and creativeness. Primary school curriculum for educable mentally retarded children was adopted so as to implement beginning in 2001-2002 academic year. The curriculum was designed so as to apply in primary education schools where educable mentally retarded children attend or in private classes included in the body of primary education schools. It was designed in order for such children to improve their skills of understanding themselves, establishing positive social relations, adjusting to the social, technological and physical environment, and surviving independently. This current study is based on a qualitative method, and is focused on educable mentally retarded children who are at primary school age in Turkey. Having described the characteristics of such children, their needs are explained, the curriculum developed for such children is described, and teachers＇ views concerning the implementation of the curriculum are presented in this research. 相似文献
6.
This paper examines language use inside and out of classroom of Uyghur students from the middle schools for both Han and ethnic minorities in Urumqi, Xinjiang, China. A total of 341 Uyghur students between 12 and 15 years of age, attending 3 middle schools for both Han and ethnic minorities in Urumqi, responded to questionnaires requesting information about their language backgrounds, their use of language at school (inside and out of classroom) and in the wider community, their self-perceptions about their linguistic competence in Uyghur and in Chinese and their attitudes towards Uyghur, Chinese and towards bilingualism. The results, in general, demonstrated a positive attitude towards bilingualism, and there was a trend towards favoring the use of Chinese both inside and outside classroom. The implications of the findings for language policy and planning in education are discussed. 相似文献
7.
A study was made of different emotions that prospective primary school teachers report with respect to science subjects, when they were pupils, and during their practice teaching, taking into account the variables gender and the speciality they studied in the secondary education. The study consisted of a questionnaire completed by 63 primary education students at the University of Extremadura, Spain. The results show a great difference between the emotions related to the subjects of physics/chemistry and the nature sciences （biology/geology）. The scientific subject influences the emotions of pre-service primary teachers, both in learning and teaching. In physics and chemistry, the emotions are mostly negative. While in nature sciences they are very positive. In nature sciences, there is a correlation between the emotions felt as secondary school pupils learning science and those they feel as teachers. In physics and chemistry, there is a correlation in the women between the emotions felt as secondary school pupils learning science and those they feel as teachers, but not in the men. The memory of their emotions in learning science at school is more negative than in teaching science during their teaching practice, except in nervousness in physics/chemistry. By gender, men declared a greater predilection for science content than women, with more of them describing such feelings as sympathy or confidence. The results highlight the influential role that emotions play throughout the professional growth of future primary teachers. 相似文献
8.
Alma Dizdarevic Medina Vantic-Tanjic Milena Nikolic 《美中教育评论》2010,(3):92-100
This paper describes the different challenges faced by all members of the local community who are directly or indirectly responsible for the educational reform regarding the process of inclusion in Bosnia and Herzegovina. Yugoslavia education system is regulated in canton legislature. Each canton has its own law on preschool, elementary school, high school and university education, with more than 30 laws covering the area of education. General and special education are separately regulated, thus violating the rights of children with special needs to be educated in the mainstream schools closest to their home. Negative attitudes, prejudices and stereotypes, educational standards non supportive for the inclusive education, lack of engagement of university facilities and negligence of scientifically based research are also considered in this study. 相似文献
9.
Motivational methods of teaching are topical subjects and much discussed issues regarding schools and education. The first question of our study covers student motivation and students＇ perception of their own schools＇ teaching methods. The second question reflects on how upper secondary school teachers perceive their roles as teachers, their thoughts on acquirement of knowledge and how learning takes place. The third question treats the subject of how school and education is organized. The upper secondary school the authors chose for the case study is a school that recruits students on a national basis and is directed towards the education of fire and rescue service personnel. The programme follows the national science curriculum and gives qualification for further studies at most universities. The school started in the autumn of 1998 and is known for being successful at working with student involvement, responsibility and subject integration. The study which was conducted during the autumn of 2007 included 32 students from two of the learning groups from the same year and started on the day of introduction of a new theme and finished with their presentation of results. The authors made observations, interviewed and through questionnaires studied how students comprehended the schools＇ working methods. We also interviewed their teachers and headmaster. The theoretic standpoint is Activity Theory （Chaiklin, S. ＆ Lave, J. 1996; Knutagard, H., 2002; Vygotsky, L. S., 1986）. The conclusions are that the students are encuitured into a school＇s activities that are similar to what students perceive as that of real life. It gives meaning and motivation to learning and makes it meaningful. They identify their own responsibility and cooperative learning as the most important parts. The teachers＇ own learning process and planning work is parallel to the work forms applicable to the students. They are all interdependent of each other since all the work areas are thematic. The school can be seen as an activity system where members interplay and communication develops a common culture. 相似文献
10.
Williams Emeka Obiozor 《美中教育评论》2010,(1):17-25,31
This article discusses the teaching of life skills to urban American youths who are highly fascinated with the hip-hop culture--songs, raps, miming, lyrics, dressing and musical rhythms, especially individuals with emotional disabilities in the public schools. This is an instructional curriculum strategy to encourage positive and active participation of these students, promote perfect school attendance, encourage good behaviors, deal with anger management and motivate committed learning in the classroom. The instructors＇ understanding of students＇ culture, learning needs and styles, and using such background knowledge to educate them become imperative in this setting. These urge for innovative and leadership projects in the author＇s special education classroom necessitated the application of hip-hop music to teach life skills, reading and other functional skills in the classroom. The outcome was positive and rewarding to both the teachers and students. There are recommendations for interested teachers to devise creative teaching methods, differentiated instruction and appropriate classroom management practices to attain student achievement. 相似文献
11.
Anthony Malone Gregory Smith 《美中教育评论》2010,7(9):106-114
Over the last 2 decades, Irish schooling and society have gone through a period of significant structural and policy-driven change. To meet the emerging needs of the knowledge/learning society, schools and teachers are challenged to develop their capacities as ＂active learning communities＂. This places greater demands on teachers and schools to reflect on their classroom practices, to utilise a wider repertoire of pedagogic styles more suited to the needs of the 21st century learners and so that meaningfully collaborate with their fellow professionals. Teaching and Learning for the 21st Century （TL21） was a 4-year （2003-2007） multi-pronged research and development project involving the Education Department at the National University of Ireland, Maynooth （NUIM） and 15 post-primary schools. The project sought to address a number of key aims in terms of developing schools as professional learning communities, including addressing the isolation and insulation which teachers can, and do experience in their day-to-day professional lives and prioritize quality in teaching and learning as a key challenge for school development planning. This paper attempts to succinctly frame the key developments and findings which emerged over the duration of this process. 相似文献
12.
Aiming at solving the problems of lacking listening skills practices in English class. The paper is written for two purposes. Firstly, it intends to drive the attention of present obstacles in English listening teaching. Most children in China have their English classes at schools, however, they don’t learn too much English they just learn about English. After years of learning the problems come up: the college students who have passed CET4(College English Test) and CET6 are unable to speak or listen to native speakers. Secondly, it tries to introduce the listening skills and the methods of teaching it. Language is not a knowledge but a skill, to learn language does not mean to know as many rules and information about it, but is to practice from the first day your learn it and do practice as much as possible. 相似文献
13.
《中学英语之友(教育研究与实践)》2010,(1):6-6,46
In the United States, children start school when they are five years old. In some states they must stay in school 1 they are sixteen. Most students are seventeen or eighteen years old when they 2 middle school. There are two kinds of schools in the US： public schools and private schools. 3 children go to public schools. Their parents do not have 4 their education because the schools 5 money from the government. 相似文献
14.
In the Albanian schools settings does not exist religious discrimination, neither gender discrimination, but there exists a discrimination, as unfair against children called ＂difficulty＂. The children who drop out of school are by far less numerous compared with those who start school, but who are not properly treated, so that they can progress the same as other children. The object of this article is the children with learning difficulties, the causes of these difficulties. One of the reasons, among many others, why this secret dropping out of school happens is also difficulty in learning that quite a few number of pupils have, which are not known to everyone, and consequently are not treated by all the teachers, or by the other people who surround the child, condemning him to a school failure and slim chances to succeed later in life. It has often been pointed out that to define the causes of these learning difficulties it is not an easy task. A large number of factors intermingle bringing about the hell of learning for some children. If it is impossible to intervene in different organic damages （even they in many cases can be prevented though）, at least those depending on people can be avoided by offering a favorable environment, showing fondness towards them and making efforts to help these children. Above all, the authors have to be willing, to know and be able to do this as parents and precisely as teachers. 相似文献
15.
Nieole C. Noble 《邢台职业技术学院学报》2005,22(6):35-39
Now more than ever teachers and those in teacher training positions are being confronted with the prevalence of multicultural and multilingual classroom environments. Along with this presence, they also face international and national policies which call for effective and successful strategy building for coping with diverse settings. This appeal often manifests with an inability on the teacher＇s part to effectively facilitate these multicultural classrooms, as well as an inability on the students＇ part to interact and finally contribute to a larger national and global goal of intercultural cooperation. A growing body of research suggests that as those in the field of teaching and teacher education seek to improve classroom techniques, curricula, and teaching practice in the area of diversity they continue to face disparaging and almost disillusioning results. What were traditionally seen as venues in dealing with issues in multiculturalism and diversity through multicultural education have been left unanswered？ The purpose of this article thus seeks to explore the pedagogical concept of intercultural education as a way to suggest discourse of dealing with the challenges to diversity in the classroom. 相似文献
16.
Darra Pace Diane Schwartz 《美中教育评论》2008,5(12):20-26
The inclusion of students with disabilities at the university is a relatively new occurrence in the field of special education. Although legislation in the United States has supported the acceptance of students with disabilities at the post-secondary level, it has only provided minimal support with the emphasis on the learner rather than the curriculum. Now we are looking for multiple ways for students to access learning and demonstrate mastery. Universal Design for Learning （UDL） is currently seen as a means to reconceptionalize curriculum. This study examines the experience of four professors and their effort to use a Classroom Performance System （CPS） as part of reformatting their courses using UDL. The Center for Applied Special Technology, CAST （2001） states that the goal of Universal Design for Learning is to develop teaching methods that enable all students with diverse learning needs, including those with disabilities and cultural differences, to have equal access to classroom curriculum. This paradigm shift echoes the move in special education from a deficit model to a minority rights model put forward by Hahn （1989）, and which is the basis of inclusive educational philosophy. Together inclusion and UDL create learning environments that strive to serve all students. This research describes the implementation of clickers as part of the CPS program in college courses in a special education teacher preparation program. The case study demonstrates how technology can provide access for all learners with positive outcomes such as increased participation and application of knowledge. It also illustrates some of the difficulties in making this pedagogical paradigm shift particularly in the use of technology, and the value of overcoming the existing barriers in place. 相似文献
17.
The International Association for the Evaluation of Educational Achievement （IEA） initiated the Second International Technology in Education Study （SITES）--A longitudinal large-scale international comparative survey on the use of information and communication technologies （ICTs） in schools. The goal is to understand how ICTs effect teaching and learning in schools. SITES 2006 was the third module in this program to determine how teachers use ICTs, and to find out how school and education system factors influence teachers＇ pedagogical orientation. SITES 2006 administered three questionnaires： one for school principals, one for technology coordinators, and one for mathematics and science teachers, around 400 schools in each of 23 education systems. The main study took place during 2005-2007. This paper describes the South African educational context, provides an overview of the South African participation, speculates on South Africa＇s future participation, and provides a comparative glimpse of the use of ICTs in South African mathematics and science classrooms. 相似文献
18.
Nowaday, going abroad to further education has gained the greatest popularity among chinese students. Majority of these oversea students may suffer from some problems in their cross-cultural classrooms, even though they are excellent in their own country. Chinese learners are frequently labeled as"passive learners", compared with other foreign learners. The teachers in foreign countries may also play a sharply different role in teaching. These problems have already attracted some education experts and researchers’attention and a few research programs and experiments have been conducted. This paper will adopt Tweed and Lehman (2002)’s Confucian-Socratic framework to systematically analyze student and teacher roles in Chinese culture and communicative norms of the students and teachers in Chinese contexts. A better cross-clutural classroom will be built on the basis of foreign teachers and chinese students’mutual efforts on understanding each other’s culture background. 相似文献
19.
20.
TSUTSUMI Angela Aparecida 《美中教育评论》2009,6(10):61-66
Sex education has always been a controversial topic. Although sex education at schools has improved in general, sex education for mentally retarded pupils still encounters prejudice and conservatism as a result of several misconceptions about the subject. This research was performed in the form of a survey of opinions about sex education in special classes in ordinary public schools for mentally retarded pupils in Tokyo, Japan. Information was collected through written questionnaires distributed to teachers and parents of pupils of both sexes, whose age range was between 7 and 16 years. This work aims to stimulate an open and broad discussion, as well as to help teachers and parents to improve their knowledge about the subject. In addition, it provides data to outline a more specific program in sex education for mentally retarded pupils. 相似文献