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91.
王琳 《广东广播电视大学学报》2008,17(4):33-36
立法听证权作为社会主体参与国家立法权力运作的程序性权利,有着控制国家权力、保护公民权利的宪政功能,有利于促进民主、平衡各方利益冲突。我国立法听证权的行使仍存在很多不足,应当建立有效的听证制度,保证听证意见真正得到立法主体的尊重。 相似文献
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In recent years there has been a significant debate regarding the ways in which different educational systems throughout the world could develop more inclusive practices in their schools. Based on the notion that the education of children considered as having special needs should be considered as part of a wider process of school development, in this study, we investigated the implications of the integration of deaf and hard of hearing students (D/HH) in relation to the practices used by teachers. Using qualitative data from a secondary school in Cyprus, we formed two assertions which are supported by examples that embraced inclusive practices: (a) the presence of D/HH students obliged teachers to differentiate their teaching and what innovations were used in the class with D/HH pupils were also used afterwards in the classes with all students with success; and (b) the presence of D/HH students in the school led teachers to develop collaborations between themselves, a fact that facilitated the learning not only of the D/HH students, but also of all the children. The integration of D/HH students led teachers to the development of more inclusive practices, which in turn had an impact on all students of the school. 相似文献
94.
Cory Schaeffer 《Public Library Quarterly》2013,32(4):319-321
This article tells how Louisville Public Library created an assistive listening system for telecoil-equipped hearing aids in the auditorium of its main library. It is intended as an article that will help other libraries meet ADA standards for those with low hearing capacity. 相似文献
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本文通过对听力障碍特殊群体的体育教学现状进行研究,分析多媒体在特殊群体体育教学中的应用的可行性,旨在为今后特殊群体的体育教学提供多方面的教学手段和教学方法,从而不断提高他们的身体素质。 相似文献
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促进弱势群体参与体育锻炼的干预研究——以听力残疾学生为例 总被引：2，自引：0，他引：2
以150名听力残疾学生为研究对象,以阶段变化模型为理论框架,采用准实验不等同比较组前后测设计,使用散页印刷品为主要干预方式,对其进行了12周针对性的干预实验.研究结果表明,干预对实验组听力残疾学生的锻炼行为水平未产生影响;接受干预前后,实验组学生在不同锻炼阶段的人数分布发生了改变,且具有统计学上的意义(χ2=4.048,P=0.044<0.05),这一结果部分证明了干预措施的有效性;接受干预后,仅实验组学生的意识提高(t=-3.35,P=0.001<0.01)和刺激控制(t=-6.94,P=0.000<0.01)因素的均值相对于对照组学生出现了非常显著的提高,以阶段变化模型为理论基础的此干预实验并未有效地影响实验组听力残疾学生锻炼行为各心理决定因素的变化;锻炼收益、锻炼弊端和变化过程因素成功地预测了实验组听力残疾学生锻炼行为从预期阶段向准备阶段的转换.通过12周基于TTM模型的干预研究,部分证明了以阶段变化模型为理论基础的干预措施有效影响了听力残疾学生锻炼阶段变化的准备水平及心理决定因素,但完全没有影响到其锻炼行为水平.针对听力残疾学生这类特殊人群,有必要进行促进其锻炼行为水平的后续干预研究. 相似文献
100.
《Africa Education Review》2013,10(1):85-106
Abstract The focus of this study was to explore the opinions, knowledge and requirements of regular primary school teachers who taught in schools where children with hearing impairments were included. A questionnaire which covered the four aspects, was used to collect data on a sample of 104 regular school teachers. Results indicate that teachers who taught these children had more knowledge about hearing impairment than those who did not. The majority of teachers expressed a positive attitude towards inclusion and there was no difference in the opinions of teachers concerning inclusion. On seeking teachers' views on their requirements when helping children with hearing impairments, seminars and short courses, full-time in-service training, sign language and equipment were the four major factors suggested. The implementation of the results was discussed in relation to the INSET requirements of teachers and the education of the children with hearing impairments in included settings. 相似文献