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This paper reviews literature examining the perspectives of children with special educational needs related to their experiences of Physical Education (PE). The extent to which literature addresses inclusion in PE was determined and emerging themes arising from consultation with children with special educational needs regarding PE were examined. Qualitative studies, concentrating on consultation with special educational needs children, were reviewed and six key themes were identified: children's experiences of PE; their experiences of PE teachers; discrimination by others; feelings of self‐doubt; barriers to inclusion; and empowerment and consultation. Findings indicate children with special educational needs enjoy PE when fully included; however, participation is restricted by discrimination, limited teacher training and material barriers to inclusion. Consequently, teacher training in special educational needs and the education of non‐disabled children about special educational needs requires extensive consideration. 相似文献
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L. DiANNE BORDERS JANINE M. BERNARD H. ALLAN DYE MARGARET L. FONG PATRICIA HENDERSON DON W. NANCE 《Counselor Education & Supervision》1991,31(1):58-80
A standardized curriculum that can be applied to a variety of supervisor training programs is presented. Suggestions for implementation and research are included. 相似文献
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JANINE M. BERNARD 《Counselor Education & Supervision》1994,34(2):159-171
A discussion of authors' contributions to the special section on cross-cultural supervision is presented. The specific issues of training versus supervision, definition of terms, broadening the implications of culture within supervision, developmental variables, and empirical verification are addressed. 相似文献
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随着内外部环境的不断变化,澳大利亚的博士生教育面临诸多现实挑战.为对博士生教育质量进行系统科学的评价,澳大利亚政府支持的研究团队构建了包含入学准备、学习经历、学习成功3个维度以及认知、基础、个人等9项指标的博士生教育质量评价框架,涵盖了从博士生入学前、在学过程到毕业后的人才培养全周期,满足了多重主体的应用需求.该框架对我国完善博士生教育质量评价体系具有一定启示:将学生发展作为评价的核心质量观;综合多元利益相关者视角,探索评价具体要素;促进评价应用主体从宏观向微观"下移",形成多重应用方式. 相似文献
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