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1.
通过对四名学前特殊儿童转衔教育的个案研究,探讨学前特殊儿童转衔教育的开展方式和途径。研究结果表明:根据特殊儿童的具体状况,探寻适合个别化的转衔教育方式、途径,制定适合个别化的转衔教育计划,使四名特殊儿童在转衔至下一个安置环境时相对来讲更为顺利。同时也指出在特殊儿童的转衔教育中,相关的法律法规,相关部门的关注等都是非常重要的。 相似文献
2.
残疾学生生涯转衔教育是当前特殊教育领域的重要议题，生涯转衔课程对提升残疾学生就业质量具有重要作用。目前来看，上海市长宁区和我国台湾地区在残疾学生生涯转衔课程方面作出了有益探索，从健全转衔教育的政策制度、贯穿生涯教育的课程理念、加强转衔教育的理论研究、优化转衔教育课程的设置、重视转衔教育课程的实践探索等方面为我国生涯转衔课程的完善提供了可借鉴思路，有利于促进残疾学生顺利从学校到就业转衔，进而有尊严、有质量地融入社会。 相似文献
3.
刘威 《襄樊职业技术学院学报》2013,12(2):126-131
当前我国特殊儿童由学校向成年生活的转衔面临严峻问题,而美国在此领域卓有成就。因此,分析美国转衔服务取得成功的经验将有助于寻找推进我国转衔服务的途径。美国的成功经验有理论为指导、法律为保障、财政为后盾、合作为途径。根据我国的实际情况,推动我国的特殊儿童转衔服务可采取以下措施加强转衔理论研究;推进特殊教育立法,将转衔写入法律;加大特殊教育经费投入,促进康复和职业教育的发展;促进机构间合作形成合力;强化宣传,推动社会对残疾人的接纳;提高特教教师制定和执行个别化转衔计划的能力。 相似文献
4.
针对融合教育中特殊学生各学段的转衔困难,学习借鉴国内外特殊儿童转衔服务的相关研究,从生涯发展、医教结合多学科综合服务和机构之间的合作出发,设计与实施了5个阶段的转衔服务项目,促进了特殊学生的顺利转衔和生涯发展。 相似文献
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6.
杨娟 《四川教育学院学报》2011,(10):109-112
当前,我国缺乏独立的、专业的特殊儿童教育评估机构和统一的、明确的特殊儿童教育评估体系。对特殊儿童进行科学评估,不仅能够帮助特殊儿童及其家庭选择适合自身实际情况的教育,而且有助于其正确面对和解决各阶段发展上的困难,促进特殊儿童在教育体系内顺利转衔,对特殊儿童的教育和发展具有重大的现实意义。 相似文献
7.
文章介绍了美国障碍儿童个别化转衔计划提出与发展的过程。个别化转衔计划的制定过程包括成立转衔团队、转衔评估、召开转衔会议。文章重点介绍了个别化转衔计划的内容和执行个别化转衔计划所要遵循的原则。我国也有必要结合我国特殊教育的现状，借鉴他国转衔方面的经验，设计出符合我国障碍儿童发展的个别化转衔计划。 相似文献
8.
特殊学生的生涯发展需要各机构相互协调的转衔服务。基于生涯发展和终身教育理念,编制特殊学生转衔服务手册,有助于家长和教师了解各个阶段的转衔服务任务,更好地帮助特殊学生做好准备,促进其成功转衔。 相似文献
9.
在美国P-12教育及转衔服务中,特殊儿童自我倡导是自我决定的核心成分,被当作帮助特殊儿童走向独立的重要基础.在正常化运动、去机构化运动、残疾人自助运动和独立生活运动的推动下,美国特殊儿童自我倡导经历了从社会运动到教育服务的发展过程.与之相对应,其内涵也包括了特殊儿童赋权增能与倡导活动技能的两大侧面.对于特殊儿童自我倡导能力的培养有三类基本模式:独立转衔课程或专门课程设置与实施、融合到日常课堂学习的实践和学校外的倡导团体影响模式. 相似文献
10.
针对中重度智障儿童适应新环境和自我调适能力严重不足、九年义务教育之后转衔困难的特点,主动促进智障儿童毕业之后成功转衔,必须在了解毕业转衔意向与服务需求,开发与实施居家转衔服务项目,开发与实施升学转衔、就业转衔项目等方面加强服务。 相似文献
11.
Megan Tones Hitendra Pillay Subhas Chandra Jennifer Duke Rukh Mani Joseph 《International Journal of Disability, Development & Education》2017,64(5):497-513
This article reports on a multi-method study of the ways in which special and mainstream schools support the educational needs of children with disabilities in Fiji. The aims of the study were: (1) to identify capacity and functions of special schools to support inclusive mainstream schools for children with disabilities; and (2) to explore the capacity of mainstream disability-inclusive schools in meeting the needs of children with disabilities. Results from the special education survey indicated that type of disability, geographic location and controlling authority were associated with transition to mainstream education. Findings from the action research study suggest that supportive school leadership and positive attitudes towards disability and inclusion contribute to greater mobilisation of supporting resources. However, limitations in facilities and resources currently pose barriers which prevent inclusion for all students with disabilities. Together, these findings indicate that special and inclusive mainstream schools jointly support disability-inclusive education in Fiji. 相似文献
12.
目前我国的特殊教育普遍存在脱离儿童的现象,其结果严重影响了特殊儿童的康复。卢梭在其著作《爱弥儿》中从归于自然、顺应天性的教育理论出发,提出了自然教育的思想,强调教育要关注儿童,只有这样才能完成“自然人”的发展目标。本文试图通过对卢梭自然教育思想的分析,从中获得一些启示,使其更好地指导我国特殊教育实践的发展。 相似文献
13.
Laura Lee McIntyre Tanya L. Eckert Barbara H. Fiese Florence D. DiGennaro Reed Leah K. Wildenger 《Early Childhood Education Journal》2010,38(4):259-263
Kindergarten transition is considered an important developmental milestone for children and families. Children with disabilities
may be especially vulnerable during transition and may lack academic and behavioral readiness skills essential for kindergarten.
Family concerns surrounding children’s transition were explored in 132 students (n = 29 special education; n = 103 general education) preparing to enter kindergarten. Caregivers responded to a survey on family experiences and involvement
in transition and reported on the degree to which they were concerned about kindergarten transition. Caregivers of special
education students reported significantly more concerns surrounding their child’s behavior, communication, academic readiness,
and overall readiness for kindergarten than did caregivers of general education students. Implications for supporting children
and families during transition are discussed. 相似文献
14.
试析社会转型过程中澳大利亚的课程领导 总被引：2，自引：0，他引：2
文章讨论了社会转型过程中两种课程领导范式（制度主义范式和文化主义范式）对澳大利亚课程改革的影响。正是这两种范式的作用使澳大利亚课程领导呈现出特点，而这些特点对当前中国的基础教育改革也是有启示作用的。 相似文献
15.
学前儿童语言教育是家庭教育的重要组成部分,也是幼小衔接的重要内容。在幼小衔接期间,语言教育关系儿童综合素养的培养,影响儿童入学准备的成效。因此,应构建学前儿童语言教育的家庭生态系统,发挥家庭在儿童语言教育方面的优势,承担起家庭在儿童语言教育中应有的责任。在家庭语言教育中,应着眼于:帮助儿童建立课题意识,在语言学习和探求知识的过程中培养其解决问题的能力;在语言学习中渗透科技信息,利用高科技手段辅助家庭语言教育;注重语言学习的引导和情景创设,帮助儿童形成创造性思维;不局限于家庭小课堂,深入到大自然中锻炼儿童感知能力。 相似文献
16.
Stakeholder collaboration has been identified as a facilitator for positive transition outcomes for all children, and especially for children in need of special support. However, the type and extent of stakeholder collaboration have shown to be related to teachers’ view of their transition practises. Thus, this study set out to examine the transition activities reported by 253 teachers in Compulsory School for Students with Learning Disabilities in Sweden. The purpose was to study the type of transition activities performed and how important teachers regarded these activities to be. The results show that overall teachers are engaged in transition activities that can be described as mainly traditional, as they do not differ from transition activities carried out in other educational settings. The results also show that untraditional transition activities, such as home visits and joint parent meetings with preschools, are viewed as important, but rarely executed. The results are discussed from an ecological systems perspective, emphasising the interconnectedness of individuals and their environment. Focus is given to individualised transition processes and developmentally appropriate transition activities for young children with learning disability. 相似文献
17.
Li Ju Chen 《欧洲特需教育杂志》2019,34(1):1-19
This research identified the potential special education transition development trajectories by tracing the priorities and hierarchical structure of published transition issues in special education. Social network analysis (SNA) of the 1900–2015 data from the Web of Science (WOS) database achieves a transition exploration flow by citation-based main path analysis (MPA). The first main finding was that 517 papers were published relating to special education transition over the past 60 years. Special education transition literature emerged in 1957, was systematically explored after 1987, and grew rapidly in the 1990s. The second main finding was that the trajectories contained various topics that can be broken down into two mainstream fields: curriculum and employment. The third main finding was that there are five sub-branches of the mainstream fields: legislation; team working; accountability; individualised transition programmes (ITP); and self-determination. This research is the first to use MPA techniques in SNA for special education transition. The findings indicate that more foci deserve to be explored to attain the transition working exhaustively and smooth transitions between each career stage for individuals with disabilities. 相似文献
18.
Transition to post-statutory education and employment for young people with learning disabilities has become a hotly debated issue among professionals in education and support services in the UK. Partnerships between educational institutions and voluntary sector providers are supposed to be ideal vehicles for delivering transition services and securing outcomes for young people with learning disabilities. In this article, Axel Kaehne and Stephen Bayer of the Welsh Centre for Learning Difficulties report the findings of a survey of the views of special educational needs co-ordinators and professionals who are involved at operational and strategic levels in the work of transition partnerships. The data show that undue emphasis is often placed, by all stakeholders, on the soft, rather than the concrete, outcomes of transition; that smooth transitions are still hampered by insufficient flow of information between collaborating agencies; and that there are still significant gaps in provision, in particular in the supported employment field, due to funding or referral restrictions. To deliver first-class transitions, argue Axel Kaehne and Stephen Bayer, partnerships that support young people with learning disabilities need to address these difficulties with some urgency. 相似文献
19.
Most longitudinal evidence explores the average level of development, suggesting that the relationships between a limited number of variables applies to all learners in the same way. This is the first longitudinal study that investigates multiple component numeric skills within a preschool population using a person-centered approach (i.e., a latent transition analysis), thus allowing for an investigation of different subgroup learning pathways of mathematical skills over time. 128 children aged 43–54 months (at Time 1) were tracked at three time points over 8 months encompassing the transition from preschool through to their first year of primary education. Findings suggest that there are five developmental pathways of mathematical learning with some groups of children making more rapid progress on entry to school than other groups. Those children in the low number skill pathway have a lower rate of growth than more advanced pathways, possibly due to a lack of understanding in cardinality. Findings highlighted the potential importance of language and working memory abilities on mathematical skills development over time. 相似文献
20.
北京市特殊儿童学前家庭教育状况调查报告 总被引：1，自引：3，他引：1
特殊儿童的学前教育对于个人成长和社会发展都具有十分重要的意义。但事实上 ,只有极少数的特殊儿童学前有机会在特殊教育机构中受到教育 ,绝大多数的学前特殊儿童只能呆在家中。本研究对北京市 6 8名特殊儿童的学前家庭教育状况进行调查 ,并对其中 2 2名儿童的家长做了深入的访谈。研究发现特殊儿童学前家庭教育的一些基本特点 :特殊儿童的问题发现较晚 ;特殊儿童接受学前专业机构教育人数少 ;获得社会的支持较少 ;特殊儿童家长对早期教育的重要性认识不够 ;缺乏专业人士的指导。最后 ,我们从家庭和社会两方面作了分析 ,并提出了相应的建议 相似文献