Consultation,negotiation and compromise: the relationship between SENCos,parents and pupils with SEN     

Anthony Maher 《Support for Learning》2016,31(1):4-12

One outcome of the UK Government's commitment to inclusive educational policies was an increase in the number of pupils with special educational needs (SEN) being taught in mainstream schools. From the perspective of SENCos, this article analyses whether parents and pupils are able and willing to influence the development of SEN provision and distribution of SEN resources, both of which aim to ensure that pupils have more meaningful experiences of mainstream education. The findings of the study cast light on the power and influence of parents when it comes to SEN provision and resources, the importance of consulting parents and the ways in which parents empower SENCos to make decisions on behalf of themselves and their children. The importance of negotiating and attempting to seek a compromise with pupils was another key issue identified in the article. Ultimately, however, the power to decide where resources go and what is done with them appears to reside with SENCos.  相似文献   

关于训练理论研究中若干方法论问题的思考     

苏芸澐  李少丹 《北京体育大学学报》2017,40(5):94-99

摘要：我国训练理论研究水平仍处在经验阶段，训练理论的治理迫在眉睫。运用文献资料法、逻辑法、时序法等研究方法，以科学技术哲学与复杂性科学为研究视角，从方法论层面试厘清训练理论研究中所出现的问题，以及未来研究趋向等问题。研究认为复杂性是认识训练规律的路径、科学理性是提升训练理论着眼点、学科交叉性是促进训练理论增长点、非线性是促使训练理论研究转型、整体性是表达训练理论的要义。通过提出超越传统意义上的方法论纲领，以期加快竞技体育治理体系和治理能力的现代化，适应国家竞技体育发展战略的需求；希冀训练理论对现代训练实践的要求做出科学地解释与说明，实现训练理论在实践中的应用性和操作性。  相似文献   

陶行知成人教育思想探析     

杜宏记 《河南师范大学学报(哲学社会科学版)》2006,33(3):210-212

陶行知成人教育思想是其教育思想的重要组成部分。他提出了成人教育应注重人的全面的、和谐的发展,关注生活的、现实的需要,关注广大的、普通的民众的需要,注重人的终身的、不断的发展等成人教育思想。  相似文献   

An exploration of teacher's use of iPads for students with learning support needs          下载免费PDF全文

Dianne Chambers  Phyllis Jones  Donna McGhie‐Richmond  Michael Riley  Sarah May‐Poole  Ann Marie Orlando  Orhan Simsek  Catherine Wilcox 《Journal of Research in Special Educational Needs》2018,18(2):73-82

This project explored how iPads were being used in a range of K‐12 schools to support the learning of students with a range of learning support needs. Groups of teachers (and other professionals) from the USA, Canada, Australia and the UK were invited to complete an online survey focused on the use of iPads in their classrooms, perspectives of their skill level, and how their school and school districts support the use of iPads. The survey focused on iPad use in classrooms (curriculum and skills); teachers’ skill levels; whether iPads are addressed in the Individualised Education Program (IEP); the systemic support for the iPads; and the perceived benefits and barriers. The results reveal that respondents are using iPads across many areas of the curriculum, which affirms the research in the emerging literature base. However, there are teacher reported differences in the manner and scope of iPad use in the classrooms and also the integration of the iPad in the IEP. The research also highlights variability in reported skill level for the iPad and an increased need for enhanced systemic support, such as training, funding, technical support and administrative support for the use of the iPad as a pedagogical tool.  相似文献   

对我国随班就读发展现状评价的问卷调查报告   总被引：2，自引：10，他引：2  

钱丽霞  江小英 《中国特殊教育》2004,(5):1-5

本调查对我国随班就读的发展现状进行了评价。结果表明 :中国随班就读工作是成功的 ,其成就包括 :保障体系有力 ;班级氛围较好 ;特殊儿童交往能力发展较好 ;教师具有奉献精神 ,能够制定个别教育计划 ;随班就读对特殊儿童有利 ;检测和评价较好。但在教育行政部门管理、教育资源、学校氛围、特殊儿童生活与自律能力、教师接受专业培训、学校与家长合作等方面存在许多问题。  相似文献   

Malawi's special needs education (SNE): perspectives and comparisons of practice and progress     

Ambumulire Nellie Itimu  Patricia B. Kopetz 《Journal of Research in Special Educational Needs》2008,8(3):153-160

The sub‐Saharan country of Malawi is steeped in a robust educational reform movement to ensure ‘Education for All’. Based upon country immersion experience and a review of the literature, this report highlights Malawi's nationwide support for its special needs education (SNE) campaign. First discussed is a brief overview of Malawi, its people and its educational philosophy regarding SNE. Comparisons of sub‐Saharan countries’ educational provisions for students with special learning needs follow, as do explanations of the country's classroom practices and its national SNE Policy (revised in 2007). Described along with ‘best practices’ and the country's history of SNE teacher preparation initiatives is the structure of Malawi's SNE implementation, its design in the classroom, teacher preparation particulars and SNE programme milestones. Partners (organisations), integral to the success of Malawi's SNE efforts, are emphasised; and related policies and provisions are presented, along with closing discussion of assessment, diagnosis, programming, and future implications and conclusions.  相似文献   

高等工程教育:迎接学科交叉融合的挑战——从工业界诉求看我国高等工程教育改革的方向与策略     

马涛  何仁龙 《复旦教育论坛》2007,5(2):65-69

2006年8月16日至20日,“国际多学科和交叉学科工程教育研讨会”在华东理工大学举行,会议的主题是“全球多学科和交叉学科工程教育”。本文将就此次会议的研讨内容说明工业界对高等工程教育的诉求,介绍相关国家的高等工程教育的改革策略,进而分析归纳面对多学科融合的高等工程教育必须关注的几个方面。  相似文献   

Interpreting pupil participation into practice: contributions of the SEN Code of Practice (2001)   总被引：1，自引：0，他引：1  

Helen May 《Journal of Research in Special Educational Needs》2004,4(2):67-73

It is three years since the revised Code of Practice for special educational needs (Department for Education and Skills (DfES), 2001) was implemented within schools in England. In this document renewed emphasis was given to pupil participation, building upon and strengthening previous requirements. The inclusion of pupil participation in this document, which governs the ways in which schools must operate, provided cause for optimism by raising the status of the topic and embodying a tool by which to implement the participation rights of the child within the education system. This article scrutinises the sections on pupil participation within the Code for their potential to advance the field. It raises some crucial questions, opening up new areas for debate on the subject. It refers to research insights into participation from the perspective of pupils themselves to illustrate the issues being raised. The article calls for the participation of the pupils themselves to be acknowledged and accounted for, alongside current requirements that professionals encourage pupil participation and account for their perspectives.  相似文献   

Perception of teaching competencies by administrators,faculty and students of Indian agricultural universities: an assessment of faculty training needs     

P. Ramesh  D. Thammi Raju  K. M. Reddy  P. Krishnan  Amit Biswas  T. Umamaheshwari 《The Journal of Agricultural Education and Extension》2019,25(4):337-359

Purpose: The study aims at finding out relevance and knowledge levels of selected teaching competencies as perceived by educational administrators, faculty and students, in order to assess the training needs of faculty of agricultural universities.

Methodology: Relevance and knowledge levels were tested through a teaching competency questionnaire developed and run on 292 respondents fitting into administrator, faculty and student groups. Needs Assessment Model by Borich [1980. “A Needs Assessment Model for Conducting Follow-up Studies.” Journal of Teacher Education 31 (3): 39–42] is used to identify training needs.

Findings: Results indicate differences in perceptions among groups towards teaching competencies. Prioritized training needs were identified which provide the content and direction for the development of faculty in-service educational programmes.

Practical implications: Faculty of agricultural universities need periodic in-service training programmes in order to improve their teaching competencies so that they become effective and competent teachers in the present educational environment.

Theoretical implications: The statistically validated methodological framework provides for capturing the perception of all stakeholders on the teaching competencies among the faculty members of Agricultural Universities in India, and offers a scope for scaling up the study for similar educational setting in the region.

Originality/value: The perception of students and administrators was also considered along with the self-perception of faculty about the relevance and knowledge levels of teaching competencies.  相似文献   

Preparing the way for mergers in South African higher and further education institutions: An investigation into staff perceptions     

Driekie Hay  Magda Fourie 《Higher Education》2002,44(1):115-131

Many higher and furthereducation institutions in South Africa arestruggling to survive in a context of financialstringency, declining student enrolments andincreasing competition. For some of theseinstitutions merging or amalgamation with otherinstitutions in the near future is becoming astrong likelihood. The perceptions of staff whowill be directly affected by these processesseem to be very important, as knowledge andunderstanding of those perceptions will empowerdecision-makers and ensure that effectivemanagement of the merging process can beaccomplished. This investigation focused onstaff perceptions of possible merging of threeinstitutions in the Free State Province, whichhad been identified for possible merging withother institutions. The results indicate thatstaff is not opposed to the idea ofinstitutional combinations or merging, but thatcareful consideration needs to be given toparticularly personal factors and that stafffears will have to be addressed in the processto ensure effective merging.  相似文献