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1.
Abstract Teachers’ attitudes toward inclusion of children with disabilities play a central role in the successful inclusion of these children into general education classrooms. This study examined possible predictors of preservice teachers’ attitudes toward (1) persons with disabilities, and (2) inclusion of children with disabilities into general education classrooms. Participants were students majoring in early childhood education and elementary education. Preservice teachers’ attitudes toward persons with disabilities and inclusion were explained significantly by their personal relationships with persons who have disabilities and the number of courses related to special education/teaching strategies taken. However, preservice teachers’ experiences working with persons who have disabilities was not a significant predictor. Further, the relations between preservice teachers’ attitudes toward inclusion and personal experience variables were mediated by their attitudes toward persons with disabilities. This study provides evidence that more effective, practical experiences and course content related to children with disabilities, inclusion, and teaching strategies need to be provided in teacher education programs to support successful efforts with inclusion. This study also suggests that teacher education programs should strive to improve students’ attitudes toward inclusion, as well as toward persons with disabilities. 相似文献
2.
促进残疾人的政治参与,是实现社会和谐的重要保证.实证研究表明:制度缺失、制度冲突、制度曲行对残疾人政治参与的机会与质量有着不同程度的影响;制度困境是制约残疾人政治参与的根本原因.要促进残疾人的政治参与,就必须进行制度创新:一是要健全残疾人政治权利表达机制;二是要建立基层民主决策制度;三是要完善残疾人非政府组织建设. 相似文献
3.
In this paper, we estimate wage returns to investment in education for persons with disabilities in Nepal, using information on the timing of being impaired during school-age years as identifying instrumental variables for years of schooling. We employ unique data collected from persons with hearing, physical, and visual impairments as well as nationally representative survey data from the Nepal Living Standard Survey 2003/2004 (NLSS II). After controlling for endogeneity bias arising from schooling decisions as well as sample selection bias due to endogenous labor participation, the estimated rate of returns to education is very high among persons with disabilities, ranging from 19.3 to 25.6%. The coexistence of these high returns to education and limited years of schooling suggest that supply side constraints in education to accommodate persons with disabilities and/or there are credit market imperfections. Policies to eliminate these barriers will mitigate poverty among persons with disabilities, the largest minority group in the world. 相似文献
4.
The South African education crisis is well documented in the literature. While strides have been made to rectify the inequalities in education arising from apartheid era policies, and while South Africa ratified the United Nations Conventions for the Rights of People with Disabilities, these actions have yet to translate into meaningful changes for persons with disabilities. To investigate the status of educational attainment, this article uses South Africa’s National Income Dynamics Study to analyse the disparities in education for adults with and without disabilities. Education is a key mechanism of leverage for functionings. The findings show that persons with disabilities fare worse in educational attainment than persons without disabilities, but that race and geographic location play a larger role in predicting educational attainment than disabilities. In addition, age also contributes to educational disparities. The findings of this study are integral in the call from the Presidency to ‘strengthen the country’s response to the needs of [persons with disabilities] … and to monitor progress’ of educational attainment for persons with disabilities (20-year review, 2014, p. 73). 相似文献
5.
Ralph W. Cooke 《Religious education (Chicago, Ill.)》2013,108(5):515-517
The lived experience of persons with disabilities necessarily challenges our understandings of religious education. In this article, the author reviews how the marginalized lives of persons with disabilities might lead us to re-envision how religious education is defined and embodied in Western Christian communities. Based on this, suggestions are made as to how we might begin to alter our religious education programs more broadly and inclusively. Literature shows that, for persons with “disabilities,” our programs should be more empowering, interdependent, affirming, and intentional with the religious symbols that they use. Religious educators are therefore invited to embody such expressions. 相似文献
6.
随着社会文明的不断进步,社会保障体系的不断完善以及残疾人收入的显著提高,作为细分客源市场中的残疾人表现出高涨的外出旅游需求。但目前我国残疾人旅游市场还处在起步阶段。以问卷调查为手段,对残疾人旅游需求特征以及影响残疾人旅游因素进行分析,进而提出实现残疾人旅游需求的对策。 相似文献
7.
The Americans with Disabilities Act of 1990 (ADA) insures greater accessibility of disabled persons to the workplace. This
includes persons with dyslexia and other learning disabilities. The ADA requires reasonable accommodations for persons with
disabilities, yet it is different in its mandates from many other federal laws addressing disability-related issues.
This article reviews some of the critical provisions of the ADA as it applies to persons with dyslexia, outlines a procedure
through which the employer and employee negotiate accommodations, and offers examples of typical workplace problems and corresponding
modifications. Finally, some of the talents and strengths often associated with dyslexia are described, as is their potential
value in the workplace. 相似文献
8.
论网络对残疾人教育的促进作用 总被引：6，自引：1，他引：6
残疾人教育是一个重要的社会问题,社会还没有给残疾人提供一种无障碍的教育环境,而高科技的网络工具能极大地改善残疾人的外部学习条件,创造平等的学习机会,从而提供一种无障碍的教育环境。网络对残疾人教育有着积极的影响,但目前在残疾人教育中应用网络技术还有很多困难和问题,需要政府、社会各界和残疾人群体共同为积极推动和加快发展残疾人的网络事业做出贡献。 相似文献
9.
Conclusions The current high rates of unemployment and underemployment of individuals with disabilities is evidence that traditional approaches to career development and transitions planning have not adequately met the needs of persons with disabilities. An individual's family and significant others have been recognized as having major impact on career development, although the ongoing dynamics of family influence on career development are not fully understood (Lopez & Andres, 1987). Currently, there is a lack of a conceptual framework to guide professionals in developing programs to utilize the family as a resource in the career development of individuals with disabilities. The developmental approach, as discussed in this article, is a sound basis for developing intervention strategies designed to assist the family and the individual to promote the career development of persons with disabilities. 相似文献
10.
Dennis Raphael Ivan Brown Rebecca Renwick Irving Rootman 《International Journal of Disability, Development & Education》1996,43(1):25-42
A conceptual model of quality of life and associated instrumentation for collecting data from persons with developmental disabilities are presented. The conceptual model assumes that the components of quality of life for persons with developmental disabilities are the same as for all persons. Additionally, in recognition of the complexity and importance of quality of life assessments, a multi‐method, multi‐source approach was developed. Results from a preliminary study provide evidence for the reliability and validity of the instrumentation associated with the model. The meaning of these preliminary results are examined and the issues raised by such assessments are discussed. 相似文献
11.
This study explores the attitudes of future professionals working with students with disabilities towards four exceptionality groups: persons with deafness, with paralysis, with mental retardation (MR) and with delinquent behaviour, and specifically examines how deafness is perceived in comparison with the three other groups. Undergraduate students' (N=177) attitudes towards the four groups were tapped using a semantic differential scale referring to the cognitive, emotional and behavioural components of attitudes. Participants' degree of contact with people with disabilities was also reported. Results indicated that attitudes towards people with deafness were more positive than those towards the other three groups. Attitudes towards persons with paralysis were more positive than towards persons with MR and with delinquent behaviour, except when personality was considered. Emotional reactions and behavioural tendencies towards persons with delinquent behaviour were the most negative. Contact with people with disabilities had significant but low correlations with some aspects of the attitudes towards people with MR and paralysis. In general, the results of this study suggested that deafness was perceived as a physical disability and not as a social phenomenon. They also demonstrated that attitudes towards people with disabilities are a function of the particular disability condition and are multidimensional. 相似文献
12.
Daniel J. Baker Edward G. Feil 《International Journal of Disability, Development & Education》2000,47(2):171-181
This study presents the findings of a survey in which agencies providing residential support to persons with disabilities reported their capacity to support persons with disabilities who present challenging behaviours. A total of 46 agencies completed the self-report; 62 were initially distributed. Summary variables were calculated for two independent measures, Organisational Stability and Administrative Leadership, and four dependent measures, Staff Structures, Staff Training, Measurements Systems, and Behavioural Systems. Agencies reported between 71% (Organisational Stability) and 83% (Administrative Leadership) of the features as present. The measures were all inter-correlated; Administrative Leadership was found to be more highly correlated with the dependent measures, and to better predict the dependent measures. Specific areas of low capacity were noted in all dependent measures, including features such as inadequate resources for behaviour support, reported by 40% of the responding agencies. Implications of the findings are presented for building agency capacity and community-based support of persons with disabilities. 相似文献
13.
Robert M. Gettings 《Educational gerontology》2013,39(5):419-429
The values, policies, and practices of services to persons with developmental disabilities have changed significantly, toward more individually tailored services delivered in the community. Older and disabled persons are linked appropriately in various federal programs, but significant differences must be acknowledged between them and between developmentally disabled persons and other chronically disabled persons. Federal and state policies are shifting, challenging, and stimulating the operations of both aging and developmental disabilities organizations. 相似文献
14.
15.
以“平等·参与·共享”为核心的新残疾人观,运用现代社会的文明、进步、科学的观念来认识残疾人和残疾人问题,对我国残疾人事业的持续健康发展有着积极的促进作用。本文简要回顾了我国残疾人观的沿革和新残疾人观的形成,分析了新残疾人观的深刻内涵和重要意义,并试图从中寻求对今后的残疾人工作的一些启示。 相似文献
16.
S. Anthony Thompson Mary Bryson Suzanne de Castell 《International Journal of Disability, Development & Education》2001,48(1):53-65
The theoretical and practical constraints of identity formation for lesbian, gay, and bisexual (LGB) persons with developmental disabilities are explored. Firstly, disability and queer theory and conceptions of identification and community are presented. This is followed by a synopsis of some of the common societal myths about disability and about homosexuality. Thirdly, we trace how these myths affect and filter into caregiver attitudes, lesbian and gay communities and communities of persons with disabilities, including developmental disabilities. All these factors conspire to inhibit self-identification as LGB for persons with developmental disabilities. It is further argued that neither disability theorists nor queer theorists have adequately accounted for such complex identities, and that, perhaps, a fusion of disability theory and queer theory may provide a more comprehensive lens to capture these complexities. We conclude with tentative yet practical suggestions to begin to create community for LGB persons with a developmental disability. 相似文献
17.
对残疾人从学校到工作过渡的探讨 总被引：4，自引：1，他引：4
残疾人从学校毕业后不能顺利地就业,是长期以来各级部门和家长极为关注的问题。本文从介绍和分析西方“从学校到工作的过渡”的理论入手,试着探讨我国残疾人从学校到工作的过渡问题,并提出了建立残疾人职业培训中心、残疾人职业指导与咨询中心以及残疾人“医疗——教育——职业”康复中心等建议,以此来提高残疾人的职业素质,实现他们从学校到工作的顺利过渡。 相似文献
18.
胡林 《河北广播电视大学学报》2014,(6):27-30
河北远程特殊教育不仅是河北开放大学肩负的社会责任和重要的工作任务,也具有重要的社会意义。为充分了解石家庄市的残障人士的现状,特殊教育学院有针对性地对残疾人进行调查,以制定符合残疾人自身特点的学习专业方向和教学实施计划。远程职业特殊教育实行混合式学习模式,让河北有学习要求的残障人士通过"河北电大特殊教育远程教学平台",随时随地地免费参加学历教育与非学历教育的课程学习和考核,获得相应的学历或课程结业文凭。 相似文献
19.
Amatzia Weisel Anat Zaidman 《International Journal of Disability, Development & Education》2003,50(3):309-323
Differences between religious and secular people in their attitudes towards persons with disabilities may originate in social-cultural factors, such as values and norms, as well as in personality factors like dogmatism. Since religious and secular people differ in these characteristics, it was expected that they would differ in their attitudes as well. Attitudes towards persons with disabilities reflect complex interpersonal and intrapersonal processes and therefore should be assessed with multidimensional measures. In the present study the attitudes of 83 religious and 51 secular Israeli adolescents were measured with Siller's Disability Factor Scale–General (DFS-G). The questionnaire included seven factors that reflect psychodynamic processes operating to protect the individual against the threat and anxiety associated with the presence of a person with a disability or even by the mere consideration of his/her condition. Level of dogmatism was measured as well. No differences in dogmatism were found between the two groups. Secular participants expressed more positive attitudes than religious participants on two attitude scales—Generalized Rejection and Authoritarian Virtuousness. These two scales express special, segregative, and unequal attitudes. The findings give some support to the claim that religious affiliation, even if it encourages care for persons with disabilities, is associated with segregation and attribution of unequal social status to these people. 相似文献