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1.
Social, emotional, and behavioural disorders of children, within the context of a whole‐school approach to inclusion as adopted by Hong Kong, can be challenging for teachers and parents. Based on a comprehensive review of the literature and feedback from a range of experts and parent groups in Hong Kong, specific scales were developed to measure four behavioural traits identified in local school‐aged children and the impact these have on their teachers and parents. Completed surveys were obtained from 914 members of school staff and 573 parents of school‐aged children. This research, carried out by Chris Forlin and Paul Cooper of the Hong Kong Institute of Education, led to the identification of substantial levels of student behavioural problems in relation to educational engagement, motivation, co‐operativeness and oppositionality. Evidence of emotional burden from these problems was also identified on parents and teachers. Discussion focuses on areas of potential stress in the school situation and possible points of influence in the home.  相似文献   

2.
Georgina Julian, a third year undergraduate, and Jean Ware, a lecturer in the Psychology of Education and Special Educational Needs, at the University of Wales, Cardiff, report on research into the current position on the relevant qualifications of teachers, and intending teachers, in schools and units for pupils with moderate to profound learning difficulties. They suggest that there has been little consistent progress in the preparation of teachers for this work since the ACSET (Advisory Committee on the Supply and Education of Teachers) Report in 1984.  相似文献   

3.
More and more parents pay much more attention to improving children's reading ability with the development of the society and the education.Children are expected to own the English reading ability besides Chinese reading ability.How to teach children to read in English? It is not so easy for parents and teachers.The issues about how to teach children to read in English will be discussed in this paper.  相似文献   

4.
Recent policy highlights schools' responsibility for safeguarding children and promoting their health and welfare and addressing their emotional and behavioural needs. In doing so, it is anticipated that their emotional literacy and social competence might be enhanced. Recognizing that an increasing number of children exhibit emotional and behavioural difficulties affecting their learning, Wrexham Local Education Authority implemented a Student Assistance Programme (SAP). SAP offers primary prevention and early intervention to pupils who exhibit high-risk behaviours and supports those whose circumstances affect their ability to engage with others at home and school, through participation in support groups. A study was conducted to evaluate the effectiveness of SAP. The study aimed to illuminate changes in student behaviour as described by themselves and facilitators, and to identify any wider implications of the SAP in terms of its effects on peers, teachers and family members. Using an interactive, responsive evaluation design, 11 focus group interviews were conducted involving 21 facilitators, seven head-teachers and 64 children. Data were analysed using qualitative content analysis. The findings revealed benefits, challenges and issues of sustainability. This paper discusses the findings of the study and the implications for future sustainability.  相似文献   

5.
This paper describes a social skills programme run in one primary school designed to promote children's cooperative skills and anger management. The programme was staffed by Child and Adolescent Mental Health professionals with educational psychologist and school support. Eight children with severe emotional and behavioural problems participated and completed the 20‐week programme. Pre and post data were collected for the children, parents and teachers. Parents were supported by regular meetings and domiciliary visits from an assistant psychologist. Teaching staff met regularly with the team and had frequent supportive contact with the assistant psychologist. Two educational psychologists‐in‐training made an independent qualitative evaluation of the programme, interviewing the children, their parents and teachers, as well as members of the multi‐agency team. After attending the group, the children showed a significant reduction in their anxiety, parents reported a significant reduction in oppositional behaviour and teachers a significant reduction in attention‐deficit hyperactive difficulties type behaviour. All measures showed a significant or positive trend, although there was some disappointment in the level of parent participation in the school‐based parent meetings. Reasons for this are discussed and the case for multi‐agency social skills interventions is made, along with a broader discussion of the role of the educational psychologist.  相似文献   

6.
Research and recent policy developments in Eire highlight that there is a growing number of children in Irish schools presenting with special educational needs, leading to an increased need for Educational Psychology services. This research utilised case studies of children who were presenting to teachers with academic, social, emotional or behavioural difficulties. Semi-structured interviews were used to explore the perceived effectiveness of consultation as a model of delivery for Educational Psychologists (EPs). Each case comprised a teacher, parent and psychologist, (n = 9) from three different case studies. This research found potential benefits of consultation particularly for children and parents, although the results from this study are difficult to generalise, given the small sample size. This study has practical implications for EPs: by understanding parents’ and teachers’ perspectives this can help EPs in future planning for consultation. Further research should explore children’s perceptions of consultation.  相似文献   

7.
This study explored the perceptions of parents and teachers regarding the differential treatment or stigma experienced by pupils with challenging behaviour – more specifically, those with behavioural, emotional and social difficulties (BESD), as well as children with visible special educational needs (Down's syndrome and/or profound and multiple learning difficulties) who frequently displayed challenging behaviour as a characteristic of their SEN. Semi‐structured interviews were conducted with ten parents of children with challenging behaviour, together with 15 educational practitioners employed in mainstream and BESD schools. Findings revealed how several parents, and staff employed in BESD schools, viewed pupils with challenging behaviour as ‘unwanted’ in mainstream schools. The remaining parents, as well as mainstream practitioners, reported the opposite and indicated that these pupils received treatment deemed to be ‘preferential’ in the mainstream. This has direct implications for those concerned with supporting pupils with challenging behaviour in mainstream settings.  相似文献   

8.
For decades, the school exclusion rates have been a cause for concern within the English education system. We have witnessed a steady increase in the numbers of pupils being excluded since 2012. Evidence suggests that some children are more likely to be excluded from school, a significant number will have had the social, emotional and behavioural difficulties label attached to them. This article will draw on the work of Parsons and Howlett (Permanent exclusions from school: A case where society is failing its children. Support for Learning, 11, 3, 109–112, 1996) to see how much, if any, progress has been made since the publication of their work which raised concerns regarding the exclusion processes employed in England. Drawing on the perspectives of pupils, parents and teachers, 13 in-depth case studies were developed, with emphasis placed on employing innovative and creative methods to hear the voices of young people. The findings revealed that young people, their parents and teachers feel the current education system continues to fail this group of young people.  相似文献   

9.
Reflections on the re-integration of children with emotional and behavioural difficulties into mainstream schools are offered by Hilary Askew, teacher in a day school for maladjusted children, and David Thomas, senior lecturer in the Department of Education, Liverpool University.  相似文献   

10.
In the current climate of inclusion, an important issue involves the inclusion of teachers with a range of disabilities. The Dyslexia in Higher Education Report raised concerns about the negative attitude of some teacher training departments to admitting and supporting students with dyslexia. This study interviewed a small number of practising teachers and trainee teachers with dyslexia about their experiences of teaching and training and the specific coping strategies they adopted in the classroom. They were all asked if (and how) their own experiences of literacy difficulties had influenced the way they taught children, and especially those with literacy difficulties. All the participants reported using a number of effective coping strategies and felt on balance the advantages of being dyslexic outweighed the disadvantages in terms of giving them greater empathy and understanding of children's problems. The majority felt their own very negative experiences of school had been a strong motivating factor in wanting to teach in order to give children a better educational experience than their own. Trainee and newly qualified teachers were fearful of being ‘found out’ by other members of staff and often felt low in confidence despite performing well in the classroom. Most would have welcomed constructive support and mentoring from experienced teachers with dyslexia. In a supposedly inclusive education culture, it is argued that a more enabling and open attitude to teachers with dyslexia should be adopted  相似文献   

11.
In the past decade Ireland has witnessed substantial changes in policy and provision for children with general learning difficulties as government policies and legislation increasingly underpin the move towards more inclusive provision. Despite this series of policy initiatives parents of children who experience Down syndrome and general learning difficulties can encounter serious obstacles in gaining access to mainstream education for their children.
This research project was a study of the experiences of a small sample of parents of children who experience Down syndrome and general learning difficulties in relation to their efforts to access appropriate education and education supports for their child in the mainstream school setting. These parents had to invest extraordinary levels of time, energy, and resources in their struggle to get these children into mainstream school and to support their progress there. At local school level these parents and children had positive experiences, but life has taught them that society offers acceptance as a favour, so they cannot confidently expect acceptance by schools and teachers as a right.  相似文献   

12.
An increasing number of children are likely to have a known genetic cause for their special educational needs. One such genetic condition is 22q11.2 deletion syndrome (22qDS), a genetic syndrome associated with early speech and language difficulties, global and specific cognitive impairments, difficulties with attention and difficulties with social‐emotional functioning. In this article the learning and behavioural strengths and needs of this genetic syndrome are described along with recommendations for classroom‐based interventions. Suggested recommendations in the learning and emotional‐behavioural domains for the syndrome draw on a number of approaches that have been found to be useful for children with a range of conditions including ADHD, ASD and dyscalculia. While teachers cannot be expected to know about all potential genetic causes for special educational needs, knowing that a genetic condition is likely to be associated with a pattern of relative cognitive and behavioural strengths and needs is important.  相似文献   

13.
This article reports our recent ESRC funded research on the identification of children with emotional and behavioural difficulties under the procedures of the 1981 Education Act. It is argued that the concepts of ‘deskilling’ and ‘proletarianisation’ provide a useful framework of analysis when examining the role of teachers and other professionals involved in the assessment process. However, we discuss evidence suggesting that negotiations between these professionals may focus upon teachers’ attempts to define the nature of their professional activity as ‘skilful’. One consequence of this may be the deskilling of outside professional ‘experts’.  相似文献   

14.
郑彩玲 《天津教育》2021,(5):174-175,178
在幼儿的相关生活习惯和饮食习惯培养的黄金阶段对幼儿进行教育促进,能够使幼儿的健康饮食行为的重要性让教师和家长思想上真正开始进行重视起来,这对幼儿进行幼儿健康饮食行为的培养具有十分重要的意义,能够培养幼儿养成正确的饮食习惯以及饮食礼仪。本文以相关研究为参考,对食育课程的基本内涵进行了解读,就食育课程为培养幼儿健康饮食行为的重要性做出了相关解析。在现实的教学实践上,提出了一些培养幼儿健康饮食习惯的具体策略,期望能够提供一些参考。  相似文献   

15.
You are a newly appointed teacher to 30 newly‐arrived Chinese fourth grade students and you speak no Chinese. You are to teach in English and you are to forbid the children to speak Chinese. This scenario was common in the mid‐60s. It raised many questions from parents and educators alike. If you can't communicate, can you educate? Are the children being treated fairly? How long before boredom sets in for children? How long before frustration overcomes the teacher?

The scene would be somewhat different if you spoke Chinese or if the children knew some English. Perhaps you could team up with a Chinese‐speaking co‐teacher: the co‐teacher could teach the standard fourth grade curriculum and its transferable concepts in Chinese while you worked with some of or all of the class, laying a foundation for English instruction. But obviously all‐day “English only” instruction is not enough to comply with the legal mandates and the students’ inalienable opportunity to be taught by teachers who are communicating intelligibly to them.

Kinney Kinmon Lau, his classmates, and their parents and guardians realized something was wrong with this education. They sued the San Francisco schools, relying on the 1964 civil rights equal education amendments. In 1974, the U.S. Supreme Court agreed with them: “English is not enough” (Lau v. Nichols). The issues related to this decision continue to engage educators across the nation. Transitional Bilingual Education (TBE) has become a compromise for Maintenance Bilingual Education, which is what parents in the 60s were pursuing. Today, some have forgotten that the 1974 landmark decision had been preceded by a dozen years of activism across the country by Latino parents with similar concerns to those of the San Francisco Chinese parents.  相似文献   

16.
In England opportunities for Traveller children to gain access to mainstream schools have increased substantially over the past thirty years. Parents have been increasingly willing to put their children into schools, while education outreach services have developed in parallel to facilitate regular attendance. Local authority based Traveller Education Support Service (TESS) projects have been the strategy most frequently used for this outreach work, the success of which depends largely on the quality of the parent/teacher relationships. Is it possible for conditions to exist that will enable real partnerships between parents and teachers to develop? As the coordinator of one of the oldest TESSs, the author answers this crucial question by drawing on participant observation, formal interviews and policy documents, as well as comparative projects with other partners in the European Federation for the Education of the Children of the Occupational Travellers (EFECOT).  相似文献   

17.
Difficulties exist in identifying and providing services for children with social, emotional and behavioural difficulties (SEBD). As teacher referral is an essential link in service delivery this study investigated teachers' current perceptions of SEBD by examining characteristics of children nominated by their teachers as having SEBD. While the majority of children were nominated for externalizing behaviours, teachers rated girls as having more severe externalizing difficulties than boys. In contrast, there was no significant difference between teachers' internalizing ratings of boys and girls, despite the fact that girls reported more severe depressive symptomatology. Moreover, teachers rated gender‐contrary behaviours more severely than gender‐consistent behaviours. Consistent with achievement results, teachers rated the majority of children as having moderate to severe academic difficulties. Little agreement was found between characteristics reported by teachers and children. Implications are discussed within the context of the school psychologist's role in working with teachers to increase awareness of the profile of these children.  相似文献   

18.
The aim of this research was to find out what kindergarten teachers, parents and kindergarten student teachers think about education and about themselves as educators. The basic question was: what kind of similarities and differences are there between these groups of educators? The sample consisted of 21 parents, 28 kindergarten teachers and 37 kindergarten student teachers voluntarily taking part in the study. The data were collected using thematic interviews and an open-ended questionnaire. The approach used to analyse the material was phenomenography. The results show that the groups of educators between themselves had quite similar conceptions of education and of being educators of small children. However, some differences were also found. The division of the conceptions of education was: education as a societal function or socialization, education as a way of supporting a child's development, education as care, and education as work and action. All groups, but especially parents, regarded education primarily as a societal function. All three groups paid rather little attention to education as a function of becoming a human being. Education as a function of care occurred in the conceptions of some educators. The conceptions of being an educator were linked to characteristic features of educators, to working with children, to commitment and self-confidence at work and to demands on and responsibility of an educator. In particular, parents paid attention to the demands and responsibility of being an educator. Kindergarten teachers and kindergarten student teachers emphasized working with children and commitment to education.  相似文献   

19.
The stratification or dispersion of first grade teachers’ perceptions of children’s competence was evaluated as a moderator of the predictive relationship between teachers’ and parents’ perceptions of individual children’s competence. Classroom stratification of teachers’ perceptions about child intelligence and about child social difficulties was measured by the dispersion of teacher’s ratings of individual children in their class (Nclassrooms=60; Nchildren=1240). The stratification of teachers’ perceptions was found to be stable across the year. Greater stratification predicted teachers’ perceptions of less child competence and also predicted less change in teachers’ perceptions of individual children over the school year. There was no evidence that teachers who tended to see more stratification among child intelligence were more accurate in their perceptions. In linking teachers’ perceptions to parents’ perceptions, fathers’ perceptions of children’s social difficulties became more congruent with teachers’ perceptions across first grade if children were in high- but not low-stratified classrooms. Implications of this parent- and domain-specific relationship are discussed.  相似文献   

20.
Children with specific speech and language difficulties pose a challenge to the education and health systems. In addition to their language difficulties they are also at risk of literacy and social, emotional and behavioural difficulties. The main support for children with more severe difficulties has been enhanced provision in mainstream schools (language units or integrated resources) and special schools. The move to an inclusive education system challenges this tradition. This paper reports the results of interviews with heads of language units/integrated resources and head teachers of special schools (n = 57) as part of a larger study within England and Wales. Their views are considered with reference to criteria for entry to specialist provision, the development of collaborative practice between teachers, teaching assistants and speech and language therapists, and the implications for inclusive education.  相似文献   

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