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1.
How a Deweyan science education further enables ethics education 总被引：1，自引：0，他引：1
Scott Webster 《Science & Education》2008,17(8-9):903-919
This paper questions the perceived divide between ‘science’ subject matter and ‘moral’ or ‘ethical’ subject matter. A difficulty that this assumed divide produces is that science teachers often feel that there needs to be ‘special treatment’ given to certain issues which are of an ethical or moral nature and which are ‘brought into’ the science class. The case is made in this article that dealing with ethical issues in the science class should not call for a sensitivity that is beyond the expertise of the science teacher. Indeed it is argued here that science teachers in particular have a great deal to offer in enabling ethics education. To overcome this perceived divide between science and values it needs to be recognised that the educative development of learners is both scientific and moral. I shall be using a Deweyan perspective to make the case that we as science teachers can overcome this apparent divide and significantly contribute to an ethics education of our students. 相似文献
2.
Transition to post-statutory education and employment for young people with learning disabilities has become a hotly debated issue among professionals in education and support services in the UK. Partnerships between educational institutions and voluntary sector providers are supposed to be ideal vehicles for delivering transition services and securing outcomes for young people with learning disabilities. In this article, Axel Kaehne and Stephen Bayer of the Welsh Centre for Learning Difficulties report the findings of a survey of the views of special educational needs co-ordinators and professionals who are involved at operational and strategic levels in the work of transition partnerships. The data show that undue emphasis is often placed, by all stakeholders, on the soft, rather than the concrete, outcomes of transition; that smooth transitions are still hampered by insufficient flow of information between collaborating agencies; and that there are still significant gaps in provision, in particular in the supported employment field, due to funding or referral restrictions. To deliver first-class transitions, argue Axel Kaehne and Stephen Bayer, partnerships that support young people with learning disabilities need to address these difficulties with some urgency. 相似文献
3.
In The Netherlands new policy guidelines have resulted in grouping regular and special schools in school clusters, in redistributing the funding of special needs and in appointing a support coordinator in every school. Since the support coordinator, or interne begeleider, is a rather new phenomenon in most schools, data about their roles and tasks were not available. This study attempted to gather such data. The results indicate that support coordinators in The Netherlands are involved in making individual educational programmes, in supporting the class teacher and in coordinating special needs education in their school. The coordinators in this research state that the available time for these tasks is insufficient. 相似文献
4.
Dake Zhang Denise K. Whitford Hsien‐Yuan Hsu Yan Wang 《Journal of Research in Special Educational Needs》2020,20(3):265-276
This study examined the roles of hard variables and soft variables in determining college teachers' intentions to pursue a special education career and education majors' actual decisions to major in special education. This study surveyed 243 college students taking special education courses at a state university, including 213 education majors. The survey questions included four blocks of variables, pertaining to demographics, training and work experience, soft variables (i.e., personal connections to people with disabilities, personal value and commitment and perceived social support) and hard variables (i.e., estimated salary, workload, professional development opportunities and job security). Results suggest that (1) after controlling for other variables, hard factors such as salary did not add significant contributions to college students' intention or education majors' actual action to pursue a special education career; (2) soft variables, such as value, commitment to special education and perceived social support, significantly predicted college students' intention to pursue a special education career, but did not significantly influence education majors' actual decision to choose a special education program, and (3) workloads significantly affect education majors' decisions making decisions of enrolling in a special education program. Implications are discussed about the importance of enhancing soft‐variable aspects of working conditions for special education recruitment and retention. 相似文献
5.
Inclusive special needs education is prominent on the international education agenda. Research on the characteristics of inclusive education for students with special needs and schools providing this is scarce, however. Our aim in the present study was therefore to further theory-building with regard to inclusive special needs education. On the basis of the relevant literature, we identified three core aspects of inclusivity: the learning environment, the guidance provided by teachers and the general care structure. With the help of exploratory and confirmatory factor analyses conducted on data obtained from school professionals in 79 secondary schools in the Netherlands, we were able to identify 12 underlying characteristics for a conceptual framework to further research on the inclusive nature of schools and education. Multilevel structural equation modelling of the judgments of school professionals at the level of the school also showed that the inclusive special needs education in at least secondary schools can be characterised by two main factors: (1) learning environment and (2) guidance and care. The analyses showed considerable agreement on the important aspects of inclusivity for schools and thus how differences between schools can be explained. The results further showed the work of the care coordinator – which includes cooperation with external partners and teachers with mentoring roles – to be the clearest indicator of the extent of the inclusive special needs education within schools. This finding is interpreted as suggesting that the recommended teaching practices and student care for adequate included special needs education have not yet been integrated into teachers’ thinking and acting. Follow-up research drawing upon the developed framework is therefore called for to not only more generally validate the framework but also determine if the situation in school has changed, now that the policy and practices for inclusive education have become more familiar. 相似文献
6.
This study investigated how parents' views on important aspects of integration correlate with parents' actual experiences concerning the integration into mainstream education of their child with special education needs. It was assumed that the degree of discrepancy between perceived importance and corresponding actual experience contributes to the overall perceived success of integration. The data for the study were collected in 2006 from parents (N?=?219) whose special needs children were integrated into mainstream education in Helsinki, Finland. Quantitatively analysed findings were reflected against background variables. Results showed that the importance of the given statements were affected by the child's gender and school level. The parents' actual experiences were affected by two factors. The first showed that teachers at the primary level were evaluated as being more skilful than teachers at the secondary level, and at the secondary level, teaching was more individualised than at the primary level. Second, a child's self-worth was shown to be higher when integrated into the neighbourhood school. Parents' views on the success of integration were related to their actual experiences, especially in those statements rated as important. Possible explanations for these findings and practical implications are discussed. 相似文献
7.
Niels Egelund 《欧洲特需教育杂志》2013,28(1):88-98
Denmark is a country with a relatively high expenditure on education, and was one of the first countries in the Integration movement. Now the country is including all but 1.25 per cent of all pupils in a comprehensive school. The 1.25 per cent are attending special schools or special classes. To make this possible, 13 per cent of all students in regular schools on a yearly basis receive special needs education support as a supplement to regular education. Special education within the regular school system has existed for 99 years, and special teacher training has a 66-year history, originating in training of speech therapists. At present, the prevalence of special needs education is between 25 and 35 per cent, and this gives rise to questions about the relation between special needs education and differentiation of instruction which, in turn, has implications for training of teachers in special needs education. 相似文献
8.
This paper deals with the learning needs of Health Care Workers (HCWs) in the field of HIV/ AIDS. Essentially the paper covers their perceived initial education and training needs at tertiary level through to the continuing vocational professional development of HCWs who are involved in the practice of health care of people living with HIV/AIDS. The focus of the paper provides an illustration of the theme of adult education that searches for roles of social relevance in both a community and continuing professional setting, notably in the context of challenging human needs. In this illustration, the identification of the tertiary level education and training needs of HCWs by the practitioners themselves, as well as other interested stakeholders, is designed to help others who follow them practice with competence and confidence in this complex area of human need. Ultimately the continuing education of HCWs in such a challenging context is concerned with empowering people living with HIV/AIDS to come to realistic and positive terms with their condition. 相似文献
9.
Lani Florian 《British Journal of Special Education》2008,35(4):202-208
In this article, Lani Florian, Professor of Social and Educational Inclusion at the University of Aberdeen, examines the relationships between ‘special’ and ‘inclusive’ education. She looks at the notion of specialist knowledge among teachers and at the roles adopted by staff working with pupils with ‘additional’ or ‘special’ needs in mainstream settings. She explores the implications of the use of the concept of ‘special needs’– especially in relation to attempts to implement inclusion in practice – and she notes the tensions that arise from these relationships. She goes on to ask a series of questions: How do teachers respond to differences among their pupils? What knowledge do teachers need in order to respond more effectively to diversity in their classrooms? What are the roles of teacher education and ongoing professional development? How can teachers be better prepared to work in mixed groupings of pupils? In seeking answers to these questions, Lani Florian concludes that we should look at educational practices and undertake a thorough examination of how teachers work in their classrooms. She suggests that it is through an examination of ‘the things that teachers can do’ that we will begin to bring meaning to the concept of inclusion. 相似文献
10.
Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities 
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下载免费PDF全文 Garry Hornby 《British Journal of Special Education》2015,42(3):234-256
Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of inclusive special education that comprises a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education. Development of inclusive special education aims to provide a vision and guidelines for policies, procedures and teaching strategies that will facilitate the provision of effective education for all children with special educational needs and disabilities. 相似文献
11.
Orhan Cakiroglu Macid Ayhan Melekoglu 《International Journal of Inclusive Education》2013,17(8):798-808
The education of students with special needs in an inclusive environment is becoming more widespread throughout the world. Similarly, in Turkey, the inclusion of students with disabilities has also improved. However, current statistical trends and developments within inclusive education are not well known. The purpose of this study is to provide a statistical analysis of special education data, which were obtained from the Ministry of National Education of Turkey. The findings indicate that some statistical components of special education are missing from most official publications of educational statistics and the number of students and the proportions of special education categories in inclusive education vary from year to year. However, in Turkey, the percentage of students in inclusive education, of all students with special needs, is higher than many European countries. The results show that the number of students with special needs, as well as students in inclusive education, has rapidly increased. Turkey needs to focus on improving the schooling rate of students with special needs, and the quality and variety of special education services within inclusive education. 相似文献
12.
Markku Jahnukainen 《Emotional and Behavioural Difficulties》2013,18(3):150-166
Abstract In this study 23 former students of special classes for the emotionally and behaviorally disordered (EBD) located in mainstream school were interviewed about their school experiences. The qualitative data were gathered in two in-depth interviews in 1991 and 1995 in southern Finland. The pros and cons of special education are presented as positive and negative elements of special class treatment.The most positive elements were the special teacher and the small teaching group. The most common and signi?cant negative element was the experience of being labeled. The placement of students with special needs in special classrooms has been criticized during recent years. The positive experiences of former EBD pupils shows that there is still need for this kind of intervention for some pupils and in certain phases of their school careers. However, the quality of education must be guaranteed with the help of individualized education plans (IEPs) in cooperation with the regular class teachers. 相似文献
13.
John Langone Douglas H. Gill 《International Journal of Disability, Development & Education》1984,31(1):39-45
A systems approach to modifying existing vocational curricula to meet the needs of handicapped learners is presented. The roles of both special and vocational educators at each level of the modification process are discussed, together with the process as it is applied to a component of agricultural education. A significant amount of instructional technology is necessary to successfully integrate many handicapped learners into the regular vocational education environment: vocational education for handicapped persons needs to move from the stage of awareness to that of implementation. 相似文献
14.
The purpose of this article is to provide a brief background about special education system in Jordan and particularly describes the present types of programmes and legislation provided within the country to students with special needs, as well as integration movement. Jordan has historically provided a limited number of educational opportunities for individuals with disabilities, but has recently demonstrated a movement toward a more comprehensive educational system that includes students with disabilities in general education classrooms. Nevertheless, special education in Jordan still faces many problems and challenges. Barriers to implementation, as well as recommendations to improve special education services in Jordan are also discussed. 相似文献
15.
Maribel Cruz-Ortiz Cristina Jenaro-Río Dora-Esperanza Sevilla-Santo Silvia Cruz-Ortiz 《Cultura y Educación》2016,28(1):72-98
Studies show that disability is a cause of educational exclusion worldwide. Different countries adopt different views of the inclusion movement. Different variables seem to be associated with the success or failure of inclusion. This study takes place in a primary school located in Mexico. It aims to identify how inclusion is experienced by children with and without special needs, and the connections between inclusion and quality of life. Measures utilized were the questionnaire My Primary School from the Index for Inclusion and the Questionnaires on Assessment of Quality of Life for Children, self-report, and parents’ report. Participants are 69 regular students and 15 students with special education needs. Self-reports from regular children and proxy reports from the mothers of the special education needs students were analysed. Results indicated that there is an association between perceived inclusion and experiencing quality of life; having special needs does not impact on scores on QoL or inclusion; educational level does not impact on perceived QoL or inclusion for special education students. These results are discussed in light of a culture that appreciates diversity. 相似文献
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17.
Anthony Maher 《British Journal of Special Education》2013,40(3):130-136
This article, by Anthony Maher of the University of Central Lancashire, explores, from the perspective of SENCos and learning support assistants (LSAs) in north‐west England, the perceived adequacy of Statements of special educational needs as they relate to physical education (PE). The findings, generated via online surveys, suggest that most SENCos and some LSAs believe that Statements are appropriate for all curricular subjects, with PE being no different. Thus, two groups who play an integral role in facilitating the inclusion of pupils with special educational needs in mainstream secondary schools in England do not differentiate between classroom based and more physically orientated subjects such as PE, which could have a negative impact on the experiences of pupils with special educational needs in PE because of the contextual and dynamic nature of special educational needs. Indeed, because most Statements do not provide PE‐specific information or learning targets, teachers and LSAs are often unable to collaboratively plan and deliver inclusive lessons or monitor and evaluate the progress made by Statemented pupils in PE. 相似文献
18.
Provision for pupils with special educational needs in Ireland has undergone considerable change and review in the first decade of the twenty‐first century. In response to international demands for a more equitable education system that recognises diversity and considers how schools might address the needs of pupils who have been previously marginalised, Irish legislation has focused upon the development of inclusive schooling. Researchers during this period have endeavoured to understand how responses to the demand for greater inclusion have impacted upon the perceived need for change. This paper reviews the research literature for this period and identifies four key themes under which research has been conducted. The literature pertaining to these themes is explored and a possible agenda for future researchers identified. 相似文献
19.
Elizabeth Hughes Morgan Chitiyo Ambumulire Itimu‐Phiri Kristen Montgomery 《British Journal of Special Education》2016,43(2):159-177
This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi‐structured questionnaire with open and close‐ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and self‐identified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education. 相似文献
20.
The present study examines the sources of job stress in a national sample of 373 Greek special education teachers, using a self‐report questionnaire assessing job stress, its perceived sources, and its demographic and professional characteristics. Although the participants in general considered their job moderately stressful, they felt stressed by issues concerning the special needs child, such as the child's progress, safety, and social development. More than half of the teachers indicated that teaching children with autism poses major stress to them, followed by teaching students with behavioural and emotional difficulties. Regression analysis showed that the implementation of the special educational curriculum was the most important predictor of job stress, followed by the social and academic progress of children. The implications of these findings for in‐service and pre‐service teacher preparation, support, and awareness‐raising regarding job stress are discussed. 相似文献