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1.
残疾人职业教育的发展离不开法治的支撑和保障,但学界对残疾人职业教育立法研究关注不够。在建设和谐社会、促进教育公平的时代背景下,探究残疾人职业教育立法更具现实意义。本文从残疾人生存困境与职业教育现状出发,在深入分析我国目前残疾人职业教育立法缺陷和不足的基础上,从宏观和微观两个层面,提出职业教育立法要遵循的若干原则和具体制度的构建,以规范和保障残疾人职业教育在法治化轨道下健康发展。 相似文献
2.
本文简要分析了西班牙有关特殊教育的立法、政策及西班牙的高等教育体制,介绍了萨拉曼卡大学的校史和概况,重点介绍了该校支持残疾学生的各项政策与措施、基于残疾学生的图书馆服务及其在全纳教育方面的一些做法。 相似文献
3.
残疾人受教育权要得以实现,需要相关法律的保障。经过几十年的发展,我国针对残疾人的特殊教育法律体系已初步形成,但仍存在着立法理念陈旧、立法层次低、法律条文可操作性不强、法律规定不一致以及内容欠缺等问题。因此,需要在特殊教育法律的价值目标和基本原则的指导下,积极推进特殊教育立法,增强法律的可操作性,以此发展和完善特殊教育法律体系。 相似文献
4.
M.C. Kate Esposito Kimmie Tang Saili S. Kulkarni 《Journal of educational administration and history》2019,51(1):43-52
ABSTRACTInclusion refers to the practice of educating students with disabilities in the general education setting. This concept stems from the seminal United States Congressional legislation PL 94-142, and its subsequent reauthorised amendments, which mandate that students with disabilities be educated in the general education setting with their ‘non-disabled’ peers to the maximum extent possible. IDEIA’s legal mandates underscore the stark reality of discrimination and exclusion faced by individuals with disabilities within schools and society. Although progress has been made in advancing equity agendas of access and academic achievement, few would deny that significant work remains. If all individuals, including those with disabilities are to achieve their birthright of full integration into society, schools must reflect integration at all levels. This article provides a historical perspective on the inclusion movement, discusses the role school leaders play in ensuring inclusive environments and concludes with recommendations for future school leaders and teachers. 相似文献
5.
地方学前教育条例中残疾儿童教育相关条款是残疾儿童学前教育政策体系的重要组成部分。分析发现,部分省份出台的学前教育条例在残疾儿童入园、资助、特殊教育教师津贴、生均经费、资源教室等方面对残疾儿童学前教育相关上位法进行了具体化,体现出一定的创新性,但也存在部分条款贯彻上位法不到位的情形。建议加快《学前教育法》出台进程,完善地方残疾儿童学前教育相关立法,为残疾儿童平等接受学前教育进一步提供法治保障。 相似文献
6.
This article offers an overview of special education in Spain, specifically in the area of learning disabilities (LD). The term LD in Spain implies a different conception of the definition that enjoys considerable international agreement and consensus. We give a historical perspective of Spanish legislation and place the proposed definition of LD in the context of recent school reform in Spain. The support services model and the assessment practices and instructional approaches in the LD field are described. Finally, some educational implications of the new school reform regarding teacher training programs to assist special educational needs are presented. 相似文献
7.
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
8.
Historical synopses of special education litigation in the USA often reflect traditional perspectives. Because these traditional perspectives are commonly referenced by legislators and judges when new legislation is crafted and judicial decisions are handed down, a reliance on these traditional historical synopses may perpetuate a status quo – which may or may not advance the interests of students with disabilities. We argue that some special education legal cases are decided upon and written from traditional perspectives. This allegiance to traditional perspectives may lead to intentional or unintentional discrimination against children with disabilities. This paper examines the seminal special education case, Hendrick Hudson Central School District v. Rowley, to determine the extent to which those traditional perspectives continue to infiltrate all special education cases 25 years later. 相似文献
9.
Umesh Sharma Sadia Shaukat Brett Furlonger 《Journal of Research in Special Educational Needs》2015,15(2):97-105
This study sought to determine the attitudes and teaching self‐efficacy of pre‐service teachers towards the inclusion of students with disabilities into regular classrooms. A questionnaire was administered to 194 pre‐service Pakistani teachers (male 73, female 121) enrolled in a 1‐year teacher education programme at a government university in Pakistan. Overall, male pre‐service teachers expressed more positive attitudes than their female counterparts regarding the inclusion of students with disabilities in regular classrooms. Surprisingly, those pre‐service teachers majoring in special education did not express more positive attitudes towards inclusion than their counterparts who were preparing to teach in mainstream schools. However, participants with training in special education, knowledge of disability legislation, teaching experience and personal experience with a disability reported higher levels of self‐efficacy towards teaching within inclusive settings. The findings of the study are discussed with possible implications for policy‐makers and teacher educators in Pakistan and other countries in the South Asian region. 相似文献
10.
This article examines the legal instruments and educational politics affecting deaf persons' educational rights in Spain. We present a historical view of deaf education in Spain before and after the Congress of Milan (1880) and then introduce educational legislation and practices in recent decades. At present, Spanish legislation is moving toward recognition of sign languages and the suitability of bilingual education for deaf students at all educational levels. This is a consequence of taking into account the low academic achievement of two generations of deaf students educated in a monolingual model. Bilingual projects are now run throughout Spain. We emphasize that efforts must be made in the legal sphere to regulate the way in which professionals who know sign language and Deaf culture-teachers, interpreters, deaf adult models-are incorporated in bilingual deaf schools. 相似文献
11.
Nidhi Singal 《International Journal of Disability, Development & Education》2006,53(3):351-369
This article examines education of children belonging to marginalised groups, with particular reference to children with disabilities, within the Indian context. Based on an analysis of post‐independence Government documents, various educational provisions made available for children with disabilities are discussed. It explores the Indian Government’s focus on the development of special schools, its efforts towards integration, and the more recent emphasis on inclusive education. Furthermore, it attempts to elucidate “inclusive education” as understood in various official documents. The article concludes by arguing for a need to develop a contextual understanding of inclusive education that is reflective of current educational concerns in India. 相似文献
12.
庞文 《宁波大学学报(教育科学版)》2011,33(4):13-16
对我国学术界关于特殊教育法律的研究文献进行梳理,概述了现有特殊教育法律存在的体系不完善、立法滞后、缺乏可操作性等问题,归纳了学者们对制定《特殊教育法》的学术意见和对国外特殊教育法律的研究成果,指出我国目前正在进行的《残疾人教育条例》修订工作及其他立法安排应充分借鉴、吸收国外特殊教育立法的先进理念和经验,明确特殊教育的原则,着力增强法律的实用性和可操作性。 相似文献
13.
Maria Pallisera Montserrat Vilà Judit Fullana 《International Journal of Inclusive Education》2013,17(11):1115-1129
Research analysing good practices in the area of labour market inclusion for people with disabilities shows that the role of the secondary school is fundamental in improving employment opportunities. The aim of this article is to analyse to what extent secondary education in Spain prepares young people with learning difficulties for later inclusion in society and the labour market. Results from studies into good practices in secondary education have established which educational characteristics to take into account for pupils' transition to working life and the need for the school to lead this process. We contrast these results with the current situation in Spain by comprehensively analysing how current secondary education is facing up to the challenges of labour market inclusion for young people with disabilities. Following this, we propose guidelines for the improvement of educational practices in secondary education so as to foster opportunities for labour market participation, from an inclusive viewpoint, for young people with learning disabilities. 相似文献
14.
王璇 《临沂师范学院学报》2007,29(2):27-30
法律援助制度是现代社会的一种法律保障制度。中国法律援助制度经过十年的酝酿和准备,终于以《法律援助条例》的颁布实施为标志正式确立。目前,学术界对中国法律援助制度的理论、立法和实践进行系统性、专门性研究较少,且创新不足、前沿问题研究不多。着眼于构建成熟、健康、文明的中国法律援助制度立法体系,应对改革中国法律援助制度实践做出切实性的探讨和研究。 相似文献
15.
Discusses human rights issues related to people with disabilities in Australia. The issues surrounding human rights for people with disabilities are related to the concepts of discrimination, legislation and social justice. Findings from recent Federal inquiries into homeless children and mental illness highlight major deficits in services for persons with disabilities. Given the rapidly changing nature of our society, improved community‐based services must become a priority. Schools and education have a major role to play in the provision of such services. It is concluded that every Australian has the responsibility to advocate with and on behalf of people with disabilities. 相似文献
16.
汪琳 《江西教育学院学报》2014,(2):37-40
终身教育已是一个全球化议题,它成为融入各领域职业发展及推进社会整体发展的一个重要因素,随着知识更新速度的不断加快,终身教育的制度保障因其对终身教育公平化、学习资源共享化、通过教育促进社会和谐发展等方面的突出影响,成为我国自上而下各级政府共同关注的内容。厦门市作为我国经济特区之一,在终身教育的制度建设上政府给予了相当的重视,成绩卓然,但在终身教育的法制化进程上,并无优势,厦门市可以考虑利用已有的其他省市有关终身教育的地方性立法经验,进行厦门市终身教育的地方立法,并利用特殊的地方立法权弥补福建省终身教育地方法规的不完善,进而促进有关终身教育地方立法及国家立法的进程。 相似文献
17.
This article analyses the content and legal implementation of the right to education as a human right in Canada. It seeks to expose the extent to which Canadian legislative mechanisms have succeeded in protecting the right to education of students with disabilities by using students with epilepsy as a test case. To that end, the article examines the barriers faced by students with epilepsy in realising their right to education. It explores the content of the right to education in international law so as to provide an ideal against which the legal implementation of the right to education in Canada can be measured. In examining the degree to which legal implementation of the right to education for students with disabilities lives up to the ideals espoused in international law, the article analyses the effectiveness of the legal mechanisms that implement the right to education for students with epilepsy in addressing the three types of barriers faced by these students. The revelation of where students with epilepsy fall through the cracks serves as a reflection of the limits of current legal mechanisms in protecting the right to education for students with disabilities. 相似文献
18.
J W Chapman 《Journal of learning disabilities》1992,25(6):362-370
Learning disabilities (LD) has never been officially recognized as a category of special education in New Zealand. This article discusses the main reasons for the rejection of the LD category. The education system in New Zealand is described, and the nature of special education is outlined to provide a context for considering LD. Attempts by the parent group SPELD (New Zealand Federation of Specific Learning Disabilities Associations) to have "specific learning disabilities" (SLD) recognized in legislation are discussed, along with reasons for the rejection of these attempts by state education officials. It is concluded that LD/SLD will never be recognized as such in New Zealand. The needs of students with LD may potentially be met by new policies for "high incidence" special needs. But teachers' lack of skills and strategies for working with a range of learning difficulties is seen as an impediment to students with LD being adequately helped in the foreseeable future. 相似文献
19.
随着社会的发展,对于特殊儿童的关注度不断提高,越来越重视特殊儿童教育。智障儿童是特殊的儿童群体之一,由于大脑出现器质性的损伤,大脑发展不全,在认知、心理、运动以及社会交往中都存在一定的障碍,从而影响儿童之后的健康成长。而这些障碍其实可以通过采用不同的感觉统合训练加以改善,帮助儿童过上正常的生活。本文就感觉统合训练对智障儿童的实效性影响以及应用策略进行分析。 相似文献
20.
Janette Ryan 《The Australian Educational Researcher》2011,38(1):73-93
In 1991, the Australian Government designated students with disabilities as one of the six equity groups that were under-represented
in higher education. Since that time, there has been only a modest increase in enrolments of students with disabilities despite
government polices and funding of disability support services and programs. People with disabilities comprise 20% of Australia’s
population but only account for 4% of university enrolments. Despite the existence of the Australian Disability Discrimination
Act (DDA) (1992) and the introduction of the Disability Standards for Education in 2005, negative attitudes about students
with disabilities by university lecturers continue to exist. Research into the knowledge, attitudes and experiences of staff,
especially in practice-based courses such as nurse education, reveals that university staff, practicum supervisors and even
some disability staff, are unaware of their responsibilities under the legislation and that teaching staff continue to hold
negative attitudes towards students with disabilities. This article reports on research that investigated the barriers facing
such students in nursing courses, in particular in clinical placements. It shows that a lack of understanding of legislative
and institutional requirements underlies negative attitudes about students with disabilities, especially in practicum-based
courses. 相似文献