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1.
Anastasia Liasidou 《Support for Learning》2013,28(1):11-16
In the light of educational reforms aimed at promoting greater inclusive policies and practices, it is important to put a more pronounced emphasis on the needs of English language learners (ELLs) with special educational needs and/or disabilities. Simultaneously, a focus should also be placed on understanding and dealing with the disproportional representation of English language learners in special education categories. This dual and arguably sometimes mutually reinforcing phenomenon, along with its potential implications for education policy and practice, needs to be discussed against a convergent analytical framework drawn from bilingual and special education. The cross‐fertilisation of these disciplinary fields can provide a multimodal and comprehensive approach to meeting the intersectional needs of culturally and linguistically diverse students with special educational needs. To this end, it is important that issues of culture and language should become indispensable aspects of the special education knowledge base in inclusive classrooms. 相似文献
2.
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
3.
Within the special education community, research and policy focus on teachers implementing evidence-based instructional practices with fidelity. However, special education teachers may have to adapt evidence-based practices if the research supporting those practices has not yet included studies that represent populations in the classrooms (i.e., students with low-incidence disabilities). That is, there may be a tension for teachers between adopting evidence-based instruction and adapting lessons to meet the needs of students. This article describes one teacher's adaptations to an evidence-based practice in writing to meet the needs of her adolescent students who are deaf. Her experience models ways teachers can use professional wisdom to adapt evidence-based practices to meet the needs of students with disabilities. 相似文献
4.
Fang Gao Mark S.K. Shum 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):445-456
Background:?Recent government initiatives in Hong Kong have focused on raising the participation of students from South Asian backgrounds in mainstream schools, to encourage their further integration into Hong Kong's educational system and society. These students' learning in mainstream schools takes place within the context of the central curriculum and, thus, students face the challenge of learning Chinese as an additional language. Mainstream schools sometimes provide additional support, including the provision of bilingual teaching assistants to address the specific needs of the students from South Asian backgrounds. Purpose:?This exploratory study aims to investigate the roles of bilingual teaching assistants in Hong Kong. Method:?Interviews were held with two bilingual teaching assistants from the South Asian community in Hong Kong who were working in a mainstream secondary school. Teachers from the school were also interviewed. Open-ended interview questions focused on perceptions of the roles and responsibilities of bilingual teaching assistants in Chinese-language-medium classes. The data were analysed to identify any emergent patterns and themes. Findings:?The research findings indicate that the bilingual teaching assistants from the South Asian community not only took on the role of helping the learners from South Asian backgrounds in Chinese language acquisition, but also acted as cultural mediators between mainstream school culture and the culture of the South Asian community in Hong Kong. Conclusions:?This small-scale exploratory research study suggests the importance of the role of bilingual teaching assistants in promoting equal access to quality education for ethnic minorities in Hong Kong. 相似文献
5.
语言教育政策是美国多元社会结构中重要的教育政策。美国双语教育法在实施 30年后 ,目前遭受严峻的挑战。《双语教育法》开始由《不让一个孩子掉队》、《语言获得法》替代。维护和反对双语教育政策的立法、研究和运动呈针锋相对的态势。语言教育政策在教育层面 ,人们关注它的是效率和机会均等的效果问题 ;在社会架构更深的层面 ,潜伏着国家的稳定性、语言文化权利的维护、美国社会的多元性和开放性等复杂的政治意涵。 相似文献
6.
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
7.
新疆学前双语教育存在问题的分析与对策研究 总被引：1，自引：0，他引：1
热玛扎 《新疆教育学院学报》2010,26(1):22-25
学前教育是启蒙教育,是基础教育的基础。进入21世纪以来,为了加快提高少数民族学生的汉语水平和综合素质,新疆大力实施＂民汉合校＂和双语教育工程,双语教育教学推进的速度进一步加快。随着时代的进步和社会的整体文化素质的提高,对学前双语教育的要求也越来越高,特别是幼儿双语教育愈显重要。文章对新疆学前双语教育存在的偏差进行了探讨。 相似文献
8.
王丽丽 《河南广播电视大学学报》2011,24(2):91-92
双语教学作为提高大学生综合能力,培养高素质人才的一种教学改革手段越来越受到各高等院校的重视,但是,在双语教学中还存在着很多问题,如对"双语教学"这一概念的认识、师资、学习者的程度参差不齐等,针对这些存在的问题,文章提出了解决问题的方法和建议。 相似文献
9.
中国高校双语教学与加拿大高校双语教育比较研究 总被引：2，自引：0，他引：2
自21世纪开始双语教学在我国高校蓬勃开展起来,取得了一定成绩,但也存在一些问题。与加拿大双语教育相比较,我国高校双语教学与其在属性和目的方面存在着相似性,都属于强式的添加型双语教育,但在师资力量、学生二语水平、教材及教法方法等方面又存在着差异性。加拿大高校双语教育的成功经验可以为我国高校开展双语教学提供教学启示。 相似文献
10.
双语双文化聋教育理念彻底颠覆了传统的聋教育观,以往的研究视角多集中于基础教育尤其是学前教育阶段,我们认为,聋人高等教育是基础教育的延伸,在高等教育阶段贯彻此理念亦具有重要意义和独特价值。2009年,重庆师范大学特教系设立由21名聋生组成的＂双语双文化实验班＂,从教学到管理上采取了一系列以双语双文化为核心的举措,次年又正... 相似文献
11.
双语教学是高校质量工程的重要组成。近几年高校教学探索中存在三个主要问题：学生第二语言的现有水平不足以进行有效的双语学习,影响学生对学科知识的掌握;学生在双语课程学习中的无助心理导致其自我效能感的缺失;学校管理层不重视双语师资的培训,双语课程的开设缺乏连贯性与合理规划。针对以上问题,高校双语课程应该实行学生选课制、开设双语课程群以及对双语学生进行科学的学业评价。 相似文献
12.
秦丽华 《陕西教育学院学报》2014,(6):6-9
科学素养是国家公民必须具备的素养之一,高等师范双语学前教育专业学生的科学素养,直接影响着幼儿园科学实验活动的开展,关系到幼儿的科学素养能否全面发展,也标志着幼儿教师专业技能的水平高低。但是,我们在《学前儿童科学教育》课程教学的实施过程中发现,双语学前专业的大学生普遍感觉课程理论色彩太强,缺乏实践操作性,枯燥乏味无趣,想要提升双语学前专业大学生的科学技能和科学素养就变得非常困难。为此,针对双语学前教育专业大学生的学习问题进行了问卷调查,并根据调查和研究,提出了改进的措施和策略。 相似文献
13.
David Lansing Cameron Bryan G. Cook Melody Tankersley 《International Journal of Inclusive Education》2013,17(12):1335-1354
The purpose of this study was to examine the different types and patterns of 1:1 interactions provided by general educators, special educators and paraprofessionals to children with mild disabilities (n?=?13), severe disabilities (n?=?13), and children without disabilities (n?=?13) in inclusive classrooms. General educators, special educators, and paraprofessionals' 1:1 interactions with students in three comparison groups were recorded in 17 elementary and middle school classrooms using a partial interval observation system. We found significant differences with respect to interaction frequency and content. Teachers and paraprofessionals had consistently more 1:1 interactions with students with severe disabilities, followed by children with mild disabilities, and then students without disabilities. In comparison to special education teachers and paraprofessionals, general educators interacted significantly more frequently with children without disabilities and children with mild disabilities. In contrast, paraprofessionals interacted significantly more often with students with severe disabilities and less frequently with children with mild disabilities and students without disabilities. Instructional interactions in social, behavioural, and functional domains were infrequent in these classrooms. We conclude with a brief discussion of the implications of these findings for future research and practice. 相似文献
14.
The implementation of Proposition 227 has created chaos, uncertainty, and a hostile environment for bilingual education teachers. This study describes the experiences of 20 bilingual education teachers in Southern California. In in-depth interviews, teachers speak out about the challenges, frustrations, fears, and the increasing animosity they face on a daily basis, and how they resist and contest the language enforcer role in various ways. Out of the chaos that has been created by Proposition 227, these bilingual teachers have emerged as the language civil rights activists of the new millennium. 相似文献
15.
在高校专业课程中实施双语教学的研究 总被引：8，自引：0，他引：8
双语教学是当前高校教育改革的热点.选择适当的专业课程开展双语教学,对培养高素质复合型人才具有十分重要的作用.研究表明,提高双语教学的专业和英语双重效果必须采取多种教育措施,完善适宜的双语教学教材,应用有效的双语教学方法,在教学中注重解决专业词汇问题,并通过实践不断提高教师素质. 相似文献
16.
现代社会、现代性与公民教育 总被引：2，自引：0，他引：2
现代社会的特征决定了它必然是一个公民社会,在其中,公民是独立、自由而又主动的社会参与者。但是,现代社会又必然产生现代性问题,因为现代性使人们远离公共领域而活在自我的空间内,使现代社会失去公民社会的真义。因此,现代性本身又是颠覆现代社会的,这就需要通过公民教育来保卫公共性、捍卫公共价值并引导人体认自身的公民身份,以弥合现代性问题给现代社会造成的断裂。中国公民教育存在的问题是:在集体主义与个人主义两方面的影响下产生权利与义务的分离。为了抵制这种分离给公民社会所带来的现代性断裂,亟需通过公民教育引导学生从社会层面来理解权利与义务,以培养拥有健全而统一的权利和义务观的现代公民。 相似文献
17.
王文心 《重庆职业技术学院学报》2009,18(5):142-144
课程建设与改革是提高教学质量的核心,也是教学改革的重点和难点。近年来,许多高职院校以职业能力为本位,对人才培养模式、课程设置等进行大胆改革实践和探索,推动了教学改革和人才培养质量的提高。我院在国际贸易专业的改革中重点突出了学生中英双语的职业能力培养,在一些课程试行了双语教学。基于实践,我们认为：在国贸专业采用双语教学存在着独一无二的优势,同时也暴露出一些问题。笔者认为,这些弊端的解决有赖于建立双语师资培训体系和教学监督体系,提高学生学习能力以及编纂相关双语教材。 相似文献
18.
19.
Romaizah Salleh Grady J. Venville David F. Treagust 《Research in Science Education》2007,37(3):291-312
With increasing numbers of students learning science through a second language in many school contexts, there is a need for
research to focus on the impact language has on students’ understanding of science concepts. Like other countries, Brunei
has adopted a bilingual system of education that incorporates two languages in imparting its curriculum. For the first three
years of school, Brunei children are taught in Malay and then for the remainder of their education, instruction is in English.
This research is concerned with the influence that this bilingual education system has on children’s learning of science.
The purpose was to document the patterns of Brunei students’ developing understandings of the concepts of living and non-living
things and examine the impact in the change in language as the medium of instruction. A cross-sectional case study design
was used in one primary school. Data collection included an interview (n = 75), which consisted of forced-response and semi-structured interview questions, a categorisation task and classroom observation.
Data were analysed quantitatively and qualitatively. The results indicate that the transition from Malay to English as the
language of instruction from Primary 4 onwards restricted the students’ ability to express their understandings about living
things, to discuss related scientific concepts and to interpret and analyse scientific questions. From a social constructivist
perspective these language factors will potentially impact on the students’ cognitive development by limiting the expected
growth of the students’ understandings of the concepts of living and non-living things.
A paper accepted by Research in Science Education, August, 2006. 相似文献
20.
小学教育专业双语师资培养实践 总被引：1，自引：0，他引：1
张素云 《南京晓庄学院学报》2007,23(5):78-81
小学双语教学的实验已成为当前基础教育改革的一个亮点,越来越多的学校和教师青睐双语教学,实践双语教学。双语教学研究也成为我国基础教育研究的一个热点。师资问题一直是双语教学实施的一个关键问题。专家认为双语师资的培养已成为能否继续搞好双语教学的关键。本文将对南京晓庄学院小学教育专业双语师资培养实践进行探讨,并对小学双语师资的培养目标、课程设置、培养实践加以阐释。 相似文献