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1.
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
2.
From an embodied learning perspective, the active human body can alter the function of the brain and therefore, the cognitive process. In this work, children’s activity using motion-based technology is framed as an example of embodied learning. The present investigation focuses on the use of a series of Kinect-based educational games by 31 elementary students with special educational needs in mainstream schools, during a five-month intervention study. Results based on psychometric pre-post testing in conjunction with games-usage analytics, a student attitudinal scale, teachers’ reflection notes and teacher interviews, demonstrated the positive impact of the games on children’s short-term memory skills and emotional stage. Overall, the study improves our understanding of embodied learning via motion-based technology in teaching and learning with children with special educational needs. 相似文献
3.
Sarah Shearman 《Emotional and Behavioural Difficulties》2013,18(1):53-76
Abstract Current education policy is oriented towards including children with special educational needs in mainstream classrooms. Hitherto they have been, on the whole, educated in special schools. Children with special educational needs include those who are physically disabled, those with learning difficulties and those with emotional and behavioural difficulties. It is the inclusion of this last group which is raising problems in mainstream classrooms. The article draws on psychoanalytic concepts in order to examine the reality of inclusion for three primary-age children with emotional and behavioural difficulties. Observational material is presented which shows the impact of inclusion policy on the children, their teachers and their learning support assistants. There is also discussion of the work of the behaviour support teacher, whose job is to reduce exclusions and help schools to become more inclusive. 相似文献
4.
《British Journal of Special Education》1990,17(2):66-68
The use of computers to enhance the learning of children with special educational needs has many advocates. Such children in mainstream schools, however, may be failing to obtain the full benefits of computer aided learning through limited resources and lack of teacher expertise. After a period of advisory work in this field, Bill Goler is now teaching in a special school for pupils with moderate learning difficulties. His article is based on a dissertation for the Master's degree at Manchester University. 相似文献
5.
Barbara Ann Cole 《欧洲特需教育杂志》2013,28(3):287-307
This paper considers the role of the Special Educational Needs Coordinator (SENCO), the teacher responsible for the implementation of policies relating to the teaching and learning of children with special educational needs (SEN) in mainstream schools in England and Wales. SENCOs also have a role to play in the inclusion of children with learning difficulties/disabilities in mainstream schools. Yet research indicates that despite the revision of the Special Educational Needs Code of Practice in 2001, many SENCOs are still overwhelmed by the operational nature of the role with little support, time or funding to consider more strategic aspects of inclusion and SEN. The article draws on research by the author and offers the voices of SENCOs from two unitary authorities in the north of England which suggest that where the SENCO is supported by senior management within the school, the role can be a powerful one in relation to inclusion. It concludes by arguing that the role of the SENCO needs to be re‐conceptualized, redefined and remunerated as a senior management post within mainstream schools. If this were to be enforced by national policy, every mainstream school could have at least one powerful advocate for the inclusion of children with learning difficulties/disabilities. 相似文献
6.
International studies have raised concerns about the academic and social implications of inclusive policies on school engagement and successful learning and, in particular, on the ways in which friendships are formed between students with SEN and other students. This article stems from research findings which show that Irish children with special educational needs like school less than their peers without SEN in mainstream settings. Using data from a large scale longitudinal study of 8578 9-year-olds, this paper uses a child centred research approach to investigate why this is the case particularly when they are in receipt of supports. To do this, we focus on processes underlying their dislike of school such as their academic engagement and social/peer relations. We measure academic engagement by looking at their interest in the subjects mathematics and reading and the extent to which they complete their homework. We examine the social/peer relations of students with special educational needs by assessing the extent to which they report liking their teacher. Using the Strengths and Difficulties Questionnaire (SDQ) Scale and the Piers-Harris Self-Concept Scale we also examine the nature of peer relations among children with special educational needs in mainstream settings. Both academic engagement and social engagement play a central role in understanding the broader school engagement of children with special educational needs. By simultaneously examining the role of academic and social relations in shaping the engagement of children with SEN, the analysis provides a unique opportunity to fundamentally assess the barriers to true inclusion for children with special needs. 相似文献
7.
Agneta Ljung-Djärf Andreas Magnusson Sam Peterson 《International Journal of Science Education》2013,35(4):659-676
We explored the use of the learning study (LS) model in developing Swedish pre-school science learning. This was done by analysing a 3-cycle LS project implemented to help a group of pre-school teachers (n?=?5) understand their science educational practice, by collaboratively and systematically challenging it. Data consisted of video recordings of 1 screening (n?=?7), 1 initial planning meeting, 3 analysis meetings, 3 interventions, and 78 individual test interviews with the children (n?=?26). The study demonstrated that the teachers were initially uncomfortable with using scientific concepts and with maintaining the children's focus on the object of learning without framing it with play. During the project, we noted a shift in focus towards the object of learning and how to get the children to discern it. As teachers’ awareness changed, enhanced learning was noted among the children. The study suggests that the LS model can promote pre-school science learning as follows: by building on, re-evaluating, and expanding children's experiences; and by helping the teachers focus on and contrast critical aspects of an object of learning, and to reflect on the use of play, imagination, and concepts and on directing the children's focus when doing so. Our research showed that the LS model holds promise to advance pre-school science learning by offering a theoretical tool useable to shift the focus from doing to learning while teaching science using learning activities. 相似文献
8.
Brenda Taggart Pam Sammons Rebecca Smees Kathy Sylva Edward Melhuish Iram Siraj-Blatchford Karen Elliot Ingrid Lunt 《British Journal of Special Education》2006,33(1):40-45
Education in the early years is a key element in the Government's current strategy. Recently, the Department for Education and Skills (DfES) funded a major study of Effective Provision of Pre-School Education (EPPE). The Early Years Transition and Special Educational Needs (EYTSEN) Project developed from the EPPE research and was also funded by the DfES. The authors of this article, Brenda Taggart, Pam Sammons, Rebecca Smees, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Karen Elliott and Ingrid Lunt, all worked on the EYTSEN Project, based at the Institute of Education, University of London. In this article, they provide a summary of the findings from the EYTSEN Project, reviewing the impact of pre-school provision on children said to be 'at risk' of developing special educational needs. They suggest that pre-school experience has a positive impact on cognitive attainment and social or behavioural development and that integrated centres (where education and care are fully combined) and nursery schools have the most positive influence among the different f o rms of pre-school provision. This paper also discusses the identification of special educational needs; quality in pre-school centres; parents' perspectives; and future developments. The article closes with a call for improved training for practitioners working in early years settings. 相似文献
9.
Joseph S Agbenyega 《International Journal of Inclusive Education》2013,17(12):1247-1261
An ever-increasing number of children with and without disabilities are attending early childhood programmes and learning together. Early childhood inclusion considers all children with and without disabilities, and their families as full members of the early childhood community. Although many early childhood teachers accept the educational rights of children with disabilities and the core principle of inclusion – that early childhood learning programmes should provide for the needs of all the children in their centres, regardless of ability and disability, there remain significant barriers in terms of teacher professional knowledge in achieving these goals. In this article, we report a study on Thai preschool teachers' knowledge of inclusive early childhood education. Quantitative data obtained through a questionnaire were supplemented by teacher interviews. Both the quantitative and qualitative data focused on the teachers' assessment of their professional knowledge. Findings from this study can inform effective professional development programmes in preparing early childhood teachers for successful inclusive practices. 相似文献
10.
Anthony Feiler 《British Journal of Special Education》2003,30(3):156-162
The importance of early success in literacy learning and of engaging parents in this process has long been recognised by those involved in early years education. However, key factors that underpin effective strategies for helping families who might be described as 'difficult to reach' have yet to be identified. The study reported here was designed to support two children judged to be most at risk of struggling with literacy, primarily through the provision of weekly home visits during their first year at school. Anthony Feiler, a lecturer in special educational needs at the Graduate School of Education, University of Bristol and previously a teacher and educational psychologist, describes the work of the teaching assistant who carried out these visits and presents data on the outcomes for the children involved. There is evidence that the additional support was effective. Anthony Feiler uses both test scores and the views of participants, taken from a series of interviews, to draw tentative conclusions from this research and to highlight a need for further development work and enquiry in this crucial area. 相似文献
11.
12.
This article summarises three case studies examining the implementation of inclusive practices, which evidence the exclusionary pressures acting in school settings that put the needs, rights and entitlements of vulnerable children and young people at risk. It examines how three very culturally different secondary schools in England interpreted inclusive policies and illuminates the various constraints to the implementation of inclusive practices as experienced by senior leaders, teachers, parents and pupils in these schools. Conceptual unpreparedness towards inclusion versus integration, knowledge and false conceptualisations of special educational needs and difficulties associated with differentiation and time limitations were the main barriers presented. The implications for initial and professional teacher education are posited; it is suggested that inclusion can work by removing the diagnostic paradigm associated with special educational needs and by creating a framework for teachers' lifelong learning focusing on a social justice oriented pedagogy that will empower teachers conceptually and practically. 相似文献
13.
Hearing children's voices in the early years 总被引：1，自引：0，他引：1
《Support for Learning》2004,19(4):169-174
In this article Hannah Mortimer explores how even very young children can be consulted and included when planning for their education and needs. This allows early years practitioners to ensure that the children they support have equal opportunities, feel involved and successful in their learning and play, and are given activities and interventions to suit their interests and strengths. Various approaches are described here for including young children with special educational needs (SEN) and other disabilities in their foundation stage education. These include observation and interpretation, talk‐through approaches, play‐based assessment and intervention, use of art‐work, role play and stories, welcome profiles and personal records, increasing all children's awareness of SEN and developing inclusive and enjoyable approaches for everybody. 相似文献
14.
Shernavaz Vakil Evonn Welton Barbara O’Connor Lynn S. Kline 《Early Childhood Education Journal》2009,36(4):321-326
The impact of the emphasis on inclusion in special education has resulted in a higher frequency of young children with autism
being included in early childhood programs with typically developing peers. Many early childhood educators have risen to face
the challenge, and this has resulted in enhanced learning for young children with autism in the regular classroom. This article
focuses on the multiple roles of early childhood educators as they work with the diverse needs of young children with autism
in their classrooms. 相似文献
15.
In this article, Anies Al‐Hroub, assistant professor of educational psychology and special educational needs at the American University of Beirut in Lebanon, and David Whitebread, senior lecturer in psychology and education in the University of Cambridge Faculty of Education, discuss the identification, by teachers, of children who are gifted in mathematics and who also experience reading difficulties or specific learning difficulties. The findings reported here are based on research carried out in three state schools in Jordan, and reveal the extent to which teachers accurately nominated the ‘dual‐exceptional’ children studying in their classes. The paper reviews the issues and evidence relating to teacher nomination of these children and examines the quality of teacher nominations by comparing them with identification procedures using psychological and dynamic testing. Anies Al‐Hroub and David Whitebread reveal that the accuracy of the teacher nominations recorded in their research was highly variable and explore a series of factors influencing the processes of teacher nomination. They argue that teacher nomination is an essential first element in the identification process and can be easily improved. The authors call for professional development for teachers in order to raise awareness and to enable them to provide support for children with complex special educational needs more effectively. 相似文献
16.
Marilyn Fleer 《International Journal of Science Education》2013,35(8):1069-1089
Little change has been noted over 10 years of research into teacher knowledge and confidence to teach science in the early and primary years of schooling. There is a significant body of research demonstrating that early childhood and primary teachers lack confidence and competence in teaching science. However, much of this research blames the victim, and offers little analysis for the systemic reasons for teachers’ confidence and competence in science education other than a lack of science knowledge. This paper reports on a study that examined teacher philosophy and pedagogical practices within the context of an analysis of children’s concept formation within playful early childhood settings. Through teacher interviews, video recordings of science play, and photographic documentation of children’s science activities in one rural preschool, it was noted that teacher philosophy about how young children learn is a significant contributing factor to learning in science. It is argued that teacher philosophy makes more of a difference to children’s scientific learning than does teacher confidence to teach science or knowledge of science. The study also shows that without a mediational scientific framework for using materials in play‐based contexts, children will generate their own imaginary, often non‐scientific, narratives for making sense of the materials provided. 相似文献
17.
《教育心理学家》2013,48(2):103-104
Research on classroom management is reviewed, with an emphasis on lines of inquiry originating in educational psychology with implications for teacher education. Preventive, group based approaches to management provide a basis for teachers to plan and organize classroom activities and behaviors. Studies of teacher expertise and affect provide additional perspective on teacher development and on factors that influence management. Cooperative learning activities and inclusion of children with special needs illustrate particular contexts that affect management. Utilization of classroom management content in educational psychology components of teacher preparation is discussed. 相似文献
18.
《British Educational Research Journal》2003,29(5):731-747
Abstract The article considers the perceived prevalence of special educational needs in English primary schools and changes in this prevalence over two decades and relates these to issues in education policy, teacher practice and the concept of special educational needs. The studies considered are two major surveys of schools and teachers, the first conducted in 1981 and the second conducted in the same schools in 1998. Important features of both studies were their scale and the exceptionally high response rates achieved. Two central findings were the perception of teachers that special educational needs were widespread and of an increase in special educational needs over time: perceived levels of special educational needs were one in five children in 1981, which had risen to one in four children in 1998. Learning difficulties were by far the most common aspects of special educational needs but many children had multiple difficulties, and behavioural difficulties were seen by teachers as the main barriers to inclusion. The very high figures for prevalence raise questions about the continued usefulness of the concept of special educational need distinct from broader issues of achievement. 相似文献
19.
Current policies at both the state and national levels emphasise the need for increased attention to teaching children with special needs and more extensive school‐based experience in teacher education courses. This paper reports an in‐school experience which was an integral part of an on‐campus subject that focused upon teaching children with special needs. It also addressed a range of issues currently of concern in pre‐service teacher education, including the nature of the in‐school experience, managing the needs of children with learning difficulties in an integrated classroom, overcoming the socialising effect of block practice teaching, reinforcing the relevance of campus‐based subjects, maintaining a balance between the formal teaching expectations and the nurturing roles of teachers, providing teacher educators with recent and relevant in‐school experience, and producing reflective teachers with an understanding and appreciation of the ‘art’ and the ‘science’ of teaching. 相似文献
20.
This article considers the increased identification of special educational needs in Australia’s largest education system from the perspectives of senior public servants, regional directors, principals, school counsellors, classroom teachers, support class teachers, learning support teachers, and teaching assistants (n = 30). While their perceptions of an increase generally align with the story told by official statistics, participants’ narratives reveal that school-based identification of special educational needs is neither art nor science. This research finds that rather than an objective indication of the number and nature of children with special educational needs, official statistics may be more appropriately viewed as a product of funding eligibility and the assumptions of the adults who teach, refer, and assess children who experience difficulties in school and with learning. 相似文献