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1.
Halis Sakız 《教育心理学》2017,37(5):611-631
The aim of this paper is to report outcomes of a school-based programme aiming to promote achievement, attendance and positive perceptions towards the school climate and social-emotional adaptation among students with disabilities (SWD). The programme included a series of training and social activities for school staff, parents and children followed by implementation of the knowledge gained through these activities. The programme lasted one school year and data were collected through quantitative and qualitative methods. Results of the study indicated enhanced student attendance and achievement, social-emotional development, and positive perceptions about the school climate. In addition, parents and teachers were mostly content with development of students and the attempts of their schools to prompt student learning. Findings of this research indicate the significance of the holistic approach in educating SWD in mainstream schools and confirm that schools can make progress relying on their internal structures and planned action. 相似文献
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Achieving inclusion of students with disabilities in Turkey: current challenges and future prospects
Developing inclusion in schools has been an objective for many countries in recent decades, giving rise to a variety of definitions, policy -making activities and school practices. This paper focuses on the attempts made towards inclusion of students with disabilities in Turkey. We start by introducing inclusive education and its parameters, and continue with recent trends in education in Turkey. Next, we discuss current progress in including students with disabilities within mainstream schools, and continue with the legislative attempts made to improve this position. After that, we discuss recent developments and challenges in the education and inclusion of students with disabilities, and conclude by noting several recommendations for realising their inclusion in Turkey. While the purpose of this paper is to investigate the inclusion of students with disabilities in the Turkish context, there is much of relevance to other international contexts going through similar developmental processes in terms of inclusion. 相似文献
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Barbara Ann Cole 《欧洲特需教育杂志》2013,28(3):287-307
This paper considers the role of the Special Educational Needs Coordinator (SENCO), the teacher responsible for the implementation of policies relating to the teaching and learning of children with special educational needs (SEN) in mainstream schools in England and Wales. SENCOs also have a role to play in the inclusion of children with learning difficulties/disabilities in mainstream schools. Yet research indicates that despite the revision of the Special Educational Needs Code of Practice in 2001, many SENCOs are still overwhelmed by the operational nature of the role with little support, time or funding to consider more strategic aspects of inclusion and SEN. The article draws on research by the author and offers the voices of SENCOs from two unitary authorities in the north of England which suggest that where the SENCO is supported by senior management within the school, the role can be a powerful one in relation to inclusion. It concludes by arguing that the role of the SENCO needs to be re‐conceptualized, redefined and remunerated as a senior management post within mainstream schools. If this were to be enforced by national policy, every mainstream school could have at least one powerful advocate for the inclusion of children with learning difficulties/disabilities. 相似文献
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James McLeskey David Hoppey Pamela Williamson Tarcha Rentz 《Learning disabilities research & practice》2004,19(2):109-115
The inclusion of students with learning disabilities (LD) remains one of the more controversial issues in special education. Although research evidence seems to reveal that students with LD should spend most of the school day in the general education classroom, little data are available regarding the extent to which states are moving toward educating these students in less restrictive settings. This investigation was conducted to examine national and state data related to changes that occurred during the 1990s in educating students with LD in less restrictive settings. The results revealed that little change occurred across the United States as a whole, and that only 15 states moved toward educating students with LD in less restrictive settings during this time. The findings of this investigation further revealed that much of the apparent movement toward educating students with LD in general education classrooms is largely an illusion, explained primarily by the increasing identification rate for students with LD. The implications of these findings for future research and practice are discussed. 相似文献
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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
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James McLeskey Eric Landers David Hoppey Pamela Williamson 《Learning disabilities research & practice》2011,26(2):60-66
This study was conducted to examine changes in the identification rates and national and state placement practices for school age students with learning disabilities (LD) between 1990–1991 and 2008–2009. Findings revealed that while identification rates of students with LD declined by about 4 percent during this time, general education placements increased over 166 percent, pullout placements declined by more than 50 percent, while students educated in highly restrictive separate class and separate school settings declined by approximately 60 percent. Unlike earlier studies, most states made at least some progress toward educating students with LD in less restrictive settings. Much of the change in placement practices for students with LD occurred since 2000. 相似文献
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The successful integration of students with learning disabilities into mainstream reading classes may require teachers to adapt instruction and curricula in major ways. In this article, we discuss the relation between the instruction prescribed by standardized commercial curricula and the reading achievement of mainstreamed students with learning disabilities and other low-performing nonhandicapped students. An instructional template designed to complement commercially published reading lessons is described and its effects on the reading achievement of mainstreamed students with learning disabilities examined. Next, the limitations of generic instructional procedures to rectify the deficiencies of mainstream curricular programs for students with greater-than-average instructional needs are reviewed. We conclude with a discussion of the complexity of educating instructively needy learners in mainstream settings and the significance of well-designed instruction. 相似文献
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Mainstream Experiences for the Learning Disabled (MELD) was developed to accommodate students with learning disabilities in the mainstream. This article reports the progress of 13 students at the end of 1 year of planning and 1 year of implementing the MELD model in one urban elementary school. Observational and school adjustment data from the implementation year suggest that although the MELD model was not fully incorporated into the mainstream classes, students with learning disabilities adjusted well to a less individualized and more demanding mainstream program. They came to school regularly, did not present serious behavior problems, and spent as much of reading class and more of math class on task as they had in special education. These students in the mainstream were assigned more opportunities to work with text materials rather than workbooks in reading and spent significantly more reading time in teacher-directed lessions. Nevertheless, the students made no significant progress in reading or math and earned lower grades during the implementation year. The authors suggest that students with learning disabilities will not succeed in the mainstream if teachers continue "business as usual" in mainstream classes. 相似文献
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Lore Van Praag Rut Van Caudenberg Ward Nouwen Noel Clycq Christiane Timmerman 《Journal of Education & Work》2017,30(6):599-611
This study focuses on how students, who for a variety of reasons struggle in mainstream secondary schools, can be supported and engaged by alternative forms of education and training to attain a (formal) qualification. Interviews and focus groups are carried out with school staff members of distinct types of alternative learning arenas in Flanders (northern part of Belgium): second chance secondary education, part-time apprenticeship track and part-time work-based vocational education. Our analyses reveal that, due to the selectiveness of mainstream secondary education, staff members in alternative learning arenas mainly struggle with the ways to develop inclusive curricula/practices and with the actual content of the curricula of their educational training or programme they are supposed to teach. Staff members struggle with putting into practice the fundamental aim to prepare socially vulnerable students for their future lives. Debates within the school team focus upon the relative importance of transferrable, specialist and social skills and competences. Results of this study are discussed to further enhance the professionalisation of school teams, and can be seen as the starting point to specify and develop the curriculum taught in both alternative learning arenas and mainstream secondary education. 相似文献
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Eve Kikas Mairi Männamaa Vaike Kumari Triin Ulst 《International Journal of Disability, Development & Education》2008,55(4):315-329
The relationships among verbal skills of primary school students with learning disabilities and a typically developing comparison group were studied and compared with written tasks carried out in Estonian classrooms. Word defining, categorising/justifying, guessing, and memorising tasks were used. The participants were 251 students in Grades 2–4; of these, 163 were described as achieving normally and were in regular education classrooms, and 88 were diagnosed as having specific learning disabilities and attended special schools or classes for students with specific learning disabilities. Except for performance on the memorising tasks by grade, all the scores were better in upper grades. Children with learning disabilities performed less well than the children in the typically developing comparison group on all the tests. Associations between the results of various tests were stronger in the typically developing comparison group than in the group of children with learning disabilities. 相似文献
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Look who's coming to school: the Emirati student voice in an intervention‐based study on inclusion of learners with intellectual disabilities in Emirati mainstream government schools 
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下载免费PDF全文 Eman Gaad 《Journal of Research in Special Educational Needs》2015,15(2):130-138
Although there are many factors that can affect the success of the inclusion of students with disabilities in mainstream schools, the attitude of typically developing peers towards peers with disabilities is one of the critical factors leading to success. This study examines the effects of a planned intervention on the attitudes of the typically developing peers related to their perceptions about students with intellectual disabilities during a half‐day workshop which took place in each of the target schools and their opinions about including these students in mainstream schools in the United Arab Emirates. The intervention involved both a presentation about the abilities of persons with intellectual disabilities and an opportunity for personal interaction with these students. Following the intervention, the subjects were interviewed and their responses analysed. The results showed that after the intervention, most typically developing students had gained a basic knowledge of intellectual disability which affected their expectations for the abilities of same‐age learners with intellectual disabilities and their acceptance of their inclusion in the mainstream school. Analysis of the responses of the typically developing peers also indicated that the intervention had a positive effect which can lead to a change in attitudes towards possible inclusion of such students in their schools. For future practice and further research, recommendations are made to assist decision makers in this field. 相似文献
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Perry den Brok Sibel Telli Jale Cakiroglu Ruurd Taconis Ceren Tekkaya 《Learning Environments Research》2010,13(3):187-204
The purposes of this study were to examine how Turkish students perceived their biology classroom environment, how their perceptions
compared to those of students in other countries, and what classroom learning environment profiles could be discerned in Turkish
high school biology classrooms. Data were gathered from 1,474 high school students in four inner city schools, in Bursa, Turkey.
A total of 11 biology teachers participated in the study with 52 of their classes. Data on students’ perceptions of their
learning environment were collected with the What Is Happening In this Class? (WIHIC) questionnaire. Results indicated that
Turkish classrooms were perceived as being low in terms of Teacher Support and high in terms of Task Orientation. Six distinct
classroom learning environment profiles were found: the ‘self-directed learning classroom’, ‘task-oriented cooperative learning
classroom’, ‘mainstream classroom’, ‘task-oriented individualised classroom’, ‘low-effective learning classroom’ and ‘high-effective
learning classroom’. The most common profile was the ‘mainstream classroom’ for which all WIHIC scales had medium–high scores. 相似文献
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Students with intellectual disabilities often experience school‐related stress. As a result, they are confronted with many difficulties in their daily school life. The goal of this study was to assess situations of school life that students attending Greek mainstream settings are likely to experience as stressful. Twenty students with mild intellectual disabilities were interviewed about their feelings and thoughts regarding possible stressful situations in school. Qualitative analysis of the interviews' data was conducted. As a result, five main sources of school‐related stress were mentioned: school achievement and classroom participation; peer interactions; student behaviour and risk of injury; parents' expectations; and teacher acceptance. The findings suggest that children with intellectual disabilities experience school‐related stress mainly to a normal degree. Concerning the stress factors that emerged as crucial, a basic conclusion can be drawn: mainstream schools should be changed into inclusive communities where student differences are fully respected, and wherein all children, with and without disabilities, are supported according to their individual abilities, potentials and needs. 相似文献
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《Journal of moral education》2012,41(3):261-272
In Australian schools, "inclusion" is a term that is used to challenge a previously narrow focus on students with disabilities and their integration within and distribution amongst "mainstream" schools and classrooms. Nevertheless, this article argues that, as a concept, "inclusion" requires further broadening and deepening, particularly in arenas of practice, if it is to serve the interests of all students. Informed by notions of recognitive justice, the paper advocates rethinking inclusion to accommodate student differences in more socially just ways - emphasising students' contributions rather than their disabilities - and what this means for the organisation of classrooms and schools. Within the article, research data are focused primarily on students with learning disabilities and draw on twenty semi-structured interviews conducted with parents and teachers across six Australian state primary and secondary schools. Three sets of conditions are proposed as necessary for inclusive classroom and school processes: specifically, those that promote self-identity and respect, self expression and development and selfdetermination and decision-making. 相似文献
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Meng Ee Wong Kenneth K. Poon Sarinajit Kaur Zi Jia Ng 《Asia Pacific Journal of Education》2015,35(1):85-97
Relatively little work has focused on inclusive education in Singapore. This study examines the experiences and perceptions of parents whose children with disabilities are attending mainstream secondary schools in Singapore. Data was drawn from interviews with 13 parents of children with mild disabilities. Our findings reveal that parental perspective on inclusive education in Singapore is not only about classroom support but also reflects a deeper concern about whether their children with disabilities will emerge from school as contributing individuals in society. While parents strive to effectively include their children with disabilities in mainstream classrooms, there were dichotomies in their (1) understanding of disabilities, (2) expectations of school support, and (3) expectations for their child with disabilities. Given that academic and social prowess is a critical prerequisite to have a shot at entering the meritocratic Singapore society, the tension parents experience is to gauge a reasonable amount of pressure to exert on their children, the school and themselves as they assert their children's educational entitlements within an imperfect but evolving state of inclusion. 相似文献
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Janet Murray 《International Journal of Disability, Development & Education》2002,49(3):301-322
School library provision for students with disabilities was evaluated in a four year study completed in 1999. The study focussed on the relationship between library and special education staff, and the effect this had on access to library services and the acquisition of information literacy by students with disabilities. Empirical data reflecting the current level of service provision in two Australian states was collected in a survey. This data was complemented by observations and interviews with special education and library staff and students in 15 case study schools. The research showed that as the number of students with disabilities enrolled in mainstream schools was increasing, school librarians had to be aware of the needs of these students, in order to provide them with adequate library services. Although examples of good practice were found, there is need for improvement in service delivery for these students. Much of this could be achieved by enhanced communication and cooperation between school librarians and special education teachers. 相似文献
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《British Educational Research Journal》2004,30(1):43-65
This study examined the views of 101 boys and girls aged 10–11 and 13–14 with statements of special educational needs for moderate learning difficulties. Questions centred on their experiences of school, teaching and learning in mainstream and special schools. The study is set in the context of the international move towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voice in decision‐making in education. Most children expressed positive evaluations of their schools and the teaching they received, while a significant minority expressed mixed views. A significant proportion in the mainstream preferred learning support in withdrawal settings. While the majority in both settings preferred their current school, a significant minority in special school preferred to be in a mainstream setting. A notable emergent theme from the study was the high incidence of ‘bullying’ that was experienced. Though experienced in both settings, those in special schools experienced far more ‘bullying’ by children from other mainstream schools and from peers and outsiders in their neighbourhood. These findings are discussed in terms of the tensions or dilemmas about difference that were experienced and their implications for the move towards greater inclusion. 相似文献
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Accurate and consistent identification of students with specific learning disabilities (SLDs) is crucial; however, state and district guidelines regarding identification methods lack operationalization and are inconsistent throughout the United States. In the current study, the authors surveyed 471 school psychologists about school SLD identification guidelines and the identification methods actually used (e.g., ability‐achievement discrepancy, response‐to‐intervention, and the evaluation of students’ pattern of strengths and weaknesses). Results indicated that nearly half the participants were allowed or required to choose the method of identification that ensured students received services, if the school‐based team determined services were warranted. Variations in SLD identification methods were also found between schools with different characteristics (e.g., location, school level, and student composition). Implications for practice are discussed. 相似文献