共查询到20条相似文献，搜索用时 21 毫秒
1.
Michael Shevlin Mairin Kenny Andrew Loxley 《Journal of Research in Special Educational Needs》2008,8(3):141-152
Special educational provision in the Republic of Ireland has experienced significant changes in the past decade. A combination of interrelated factors including litigation, legislation, parental advocacy and international developments has radically altered the landscape of special education. As a result of these changes the move towards establishing inclusive learning environments appears irreversible though many critical issues remain to be addressed at this time of transition. This study examines how key stakeholders in primary education perceive the challenge of responding appropriately to increased diversity. The results indicate that many barriers remain in the development of inclusive learning environments. The conceptual understanding of special educational needs (SEN) was seriously deficient and this affected the coherence of policy and service delivery. The system lacked strategic leadership, according to participants, and this restricted the capacity to support schools. School capacity to deliver quality education for children with SEN was constrained by the serious shortfall in the range and level of skills required and opportunities for professional development available. There was strong support for the principle of inclusion into mainstream though this was principally perceived in terms of the development of socialisation skills. It was concluded that in this transition phase schools required strategic leadership from policy‐makers to address the many challenges that remain in the establishment of inclusive learning environments. 相似文献
2.
文莱大学作为文莱高等教育系统的领头羊,引领文莱高等教育的发展.因受其本国历史、经济、宗教文化影响深刻,呈现出异于它国大学的办学特点.在文莱高等教育发展历史的大背景下,通过对文莱大学办学特点的反思与理性认识,挖掘其可资借鉴的办学经验,为我国高等教育改革和发展提供参考和借鉴效用. 相似文献
3.
Faryal Khan 《欧洲特需教育杂志》2013,28(1):98-111
ABSTRACT This paper presents an overview of the present educational system and structures in Pakistan. Historical developments in special education are reviewed, and legislation, policy, administration and organization at the national, regional and local levels are described. Efforts are under way in Pakistan to move away from the dual system of education, in which children with special educational needs receive educational services in special schools, towards an inclusive school system. Initiatives to mainstream children are being launched in pilot projects, and efforts are being made to build linkages between special and regular schools. Under the term ‘special needs education’, the trend is to shift the focus from disability categories towards building the capacity of the schools and providing needed support services. It is envisioned that the first step in promoting inclusion is to consolidate the dual administrative structure into a single system, with a clearly defined policy and plan for accommodating children with special needs within ordinary schools. 相似文献
4.
David Mitchell 《Cambridge Journal of Education》2001,31(3):319-335
There are few sectors in New Zealand education that have been as frequently reviewed and subjected to such wide-ranging policy changes as special education. The evolution of special education policy that has taken place in the past decade reflects the coalescence of several paradigm shifts. Some of these have been in the field of special education, where there has been an international shift away from categorising students in terms of their disabilities to making judgements on their needs for educational support, and away from segregated educational provisions to more inclusive approaches. Others reflect changes in the broader education system, in particular the shift towards more local control of decision making about resource allocation. This paper will examine the tensions inherent in these paradigm shifts and the interactions between them. 相似文献
5.
Peter Farrell, Professor of Special Needs and Educational Psychology in the Faculty of Education, University of Manchester, addresses three key themes related to the education of pupils with special educational needs: the role of categories in special education; the impact of legislation on assessment procedures; and developments in inclusive education. His considered view is that progress towards more inclusive practice and an enhanced role for parents have brought about positive developments. He is more cautious about the impact of the revised Code of Practice , which, he suggests, perpetuates some of the procedural and bureaucratic burdens associated with the past. 相似文献
6.
Ann Cheryl Armstrong Derrick Armstrong Carlyle Lynch Sonia Severin 《International Journal of Inclusive Education》2013,17(1):71-87
The countries of the Eastern Caribbean have for more than a decade been committed to the implementation of a common educational reform strategy. At the heart of this strategy has been the policy of 'education for all', which includes establishing educational support services for children with special educational needs. In the past, many disabled children and children with learning difficulties have been excluded from the education system in these countries. For many more children, attendance at school has not given meaningful access to educational opportunities. This article discusses research carried out by the authors and reports on the implementation of the Reform Strategy and on the barriers to inclusive education that persist in the region. 相似文献
7.
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
8.
Kirsten Kristensen Martin Omagor-Loican Negris Onen Daniel Okot 《British Journal of Special Education》2006,33(3):139-147
The Government of Uganda aims to provide good quality education for all learners in inclusive schools. However, some learners who have severe disabilities, including those who are deaf, will, for some time, continue to receive their education in special schools. In this article, Kirsten Kristensen, consultant in inclusive and special needs education for many countries in East Africa, Martin Omagor-Loican, Commissioner for Special Needs Education, Negris Onen, Principal Education Officer for Special Needs and Inclusive Education, both at the Ministry of Education in Sports in Uganda, and Daniel Okot, co-ordinator for the Diploma in Special Needs Education at Kyambogo University, provide an account of their study of 15 such schools. The findings from the study indicate a striking need for reform and transformation. While Uganda has an advanced structure for training teachers in special needs education, the quality of education and educational materials in special schools, is poor. Often children are admitted to special schools without proper assessment of their educational needs and the resources are not available to provide them with an appropriate range of experiences. The authors of this article call for a thoroughgoing review of provision and make a series of coherent and persuasive recommendations for developments in policy and practice focused on enabling special schools in Uganda to play an essential role in future as resource centres supporting an inclusive education system. 相似文献
9.
PANAYIOTIS ANGELIDES 《International Journal of Inclusive Education》2013,17(4):407-422
Within the last decade, the government of Cyprus has encouraged and supported the education of children assessed as having special needs into the mainstream educational system. With the existing arrangements, however, many pupils who experience difficulties within schools (and many of those are pupils who have been integrated from special schools) are marginalized or even excluded from teaching. This paper looks at the existing arrangements of special education in Cyprus by analysing local practice to identify barriers to inclusion, to consider ways of improving schools and classrooms in relation to policy‐making, and to see how to go forward towards inclusive education. Using four stories from the author’s involvement with one school, and reflecting on them, the author presents what was seen as barriers to providing more inclusive education. 相似文献
10.
This paper examines recent historical, social and economic factors in Albania and Serbia, identifying similarities and differences that have a bearing on the provision of education. The focus is on the education of children with difficulties in learning and/or disabilities (the term ‘special needs’ is used for brevity). The paper provides a summary of the past and present situation of children with special needs in both countries. The role and motivation of international non‐governmental organizations (NGOs) involved in funding and developing inclusive educational policies and practices in both countries are examined. There are substantial barriers to inclusive education in Albania and Serbia. These are identified and discussed before examining more recent positive developments in both countries. Two individual examples of schools that are making progress are profiled, one from each country. Finally, the prospects for the future in both countries are examined, and the prediction made that in‐country efforts and developments will result in further slow and uneven progress towards inclusive education in Albania and Serbia. For any of this to happen, however, it will be important that conditions of economic recovery, social stability, the political drive towards Europe and its inclusive standards, and further help from international NGOs, prevail. 相似文献
11.
Jean Ware 《British Journal of Special Education》2014,41(4):344-362
This article, by Jean Ware of Bangor University School of Education, examines policy developments in education in Wales since devolution, and their implications for inclusive and special education. This is set in the context of the demographics of Wales, which, it is argued, have a significant influence on policy and on the nature of educational provision as a whole. The discussion initially focuses on issues related to the Welsh language. The article then discusses four policy initiatives (the Foundation Phase, the Literacy and Numeracy Framework, the Masters in Educational Practice and the proposed reform of initial teacher education and training), intended to respond to Wales's poor performance in the Programme for International Student Assessment, and their potential impact, as well as the White Paper on reforming the special educational needs system in Wales. It is too soon to discuss the impact of these special educational needs‐specific reforms, but the differences from the English special educational needs reforms highlight the inherent tensions in special educational needs systems. It is argued that the Tabberer Report's critique of the teacher education system in Wales, which emphasises the need for teacher education to be strongly connected to relevant research, provides an opportunity to improve the quality of education in Wales for all children; but that considerable investment, and a willingness to address the potential tensions between the different initiatives, is necessary to achieve such an outcome. 相似文献
12.
《International Journal of Educational Development》2000,20(3):247-259
In the Seventh National Development Plan 1996–2000, the government of Brunei Darussalam has stressed the need to diversify the economy in an attempt to render the country less dependent on oil and gas revenues. Technical-vocational education (TVE) is part of the government's human capital approach to manpower development and is thought to be essential to achieving economic diversification as well as a means to engage more Brunei citizens in the development process. However, judging from recent information divulged by the government, the investment in TVE has yielded low returns. Many Bruneians reject employment in the private and commercial sectors of the economy thus raising questions about the long term viability of government policy. The paper examines the relationship between Brunei's rentier economy and Malay-Islamic values as plausible explanations for the limited success of TVE. The paper concludes by recommending policy options in the education and economic sectors that could conceivably enhance the role of TVE during this period of economic transition. 相似文献
13.
近十多年来,全纳教育一直是特殊教育领域的研究热点。纵观其在世界范围内的发展历程,尽管已经取得了丰硕的成果,但其在实践过程中所遇到的问题却不容忽视。全纳教育在实践中所面临的社会学范式危机、心理学困境,乃至班级教学中所出现的问题,都需要我们以理性的态度反思全纳教育,认识到全纳教育并非唯一、万能的特殊教育模式,进而辩证地对待我国特殊儿童随班就读问题。 相似文献
14.
《师资教育杂志》2012,38(1):113-122
ABSTRACT Each year an overwhelming number of students apply to join teacher training courses to become primary school teachers in Brunei Darussalam. This article analyses some of the factors that teacher trainees find attractive in the teaching profession. Among 25 factors listed in a questionnaire, the factors concerning more opportunity to further education through the BA Education course received the highest score. Other factors considered important were classified under various categories such as status of teaching, salaries, conditions of service and benefits. Under these categories, it was revealed that teacher status, respect by community and salaries were among the dominant factors that influenced teacher trainees’ attraction to teaching. The article concludes with implications for the teaching profession in Brunei Darussalam particularly in issues pertaining to continuing education for teachers. 相似文献
15.
在中国发展全纳性教育 总被引：6，自引：10，他引：6
特殊教育在过去的两个世纪的发展中经历了四个发展阶段。目前特殊教育已经成为一个国家发展水平的标志而倍受重视。“特殊教育”由过去的为少数儿童服务的教育正发展成为为每一个儿童的“特殊需要教育”。在正常化原则、全面参与社会原则的推动下，特殊教育与普通教育结合起来，成为一体化教育。一体化教育又称为残儿童随班就读，在中国已走过了充满活力的十年。现在一体化教育的更进一步发展成为全纳性教育。全纳性教育可以分解为全纳教育体系、全纳性学校、全纳性课堂。在中国的教育界引起重视并发展起来。 相似文献
16.
《Africa Education Review》2013,10(3):292-310
AbstractThis study looks at how the education of Learners with Special Education Needs (LSEN) has developed in Lesotho as a result of international policies on human rights and education. In particular, it explores various challenges to inclusive education such as proper understanding of inclusive education, the development of a policy on special and inclusive education, and the availability of resources to support inclusive education. The study used a qualitative approach to collect and analyse data. Thirty-nine participants were interviewed for the study. It was found that, though efforts are made to support LSEN in both special and mainstream schools, the support may not result in successful academic and social development for LSEN. There is also a lack of understanding by teachers and educationalists about what constitutes inclusive education. The Ministry of Education and Training (MOET) is slow in developing a policy on special needs and there are inadequate resources for inclusive education to succeed. 相似文献
17.
As we move towards a more inclusive education system in the UK, there is a real need to equip teachers to work in more diverse classrooms from the start of their teaching careers. In this article, Gill Golder, teaching and research fellow (physical education), Brahm Norwich, Professor of Educational Psychology and Special Educational Needs, and Phil Bayliss, senior lecturer in special educational needs and education studies, all based in the School of Education and Lifelong Learning at the University of Exeter, describe developments in Exeter's secondary phase Post Graduate Certificate in Education (PGCE) programme. The authors set their account in the context of policy requirements in England and international trends towards more inclusive teacher education. They report on an initiative designed to enhance the knowledge, skills and attitudes of trainee teachers and to equip them to differentiate their teaching to meet the individual needs of all pupils, including those with special educational needs. This initiative involved all trainees working intensively with one pupil, supported by the SENCo in their teaching practice school. Building towards a form of dispersed teacher preparation that may have applications in other contexts, the programme offered student teachers a systematic strategy for individualised teaching and the support of web-based resources. Gill Golder, Brahm Norwich and Phil Bayliss include evaluations from student teachers, SENCos and principal subject tutors in their report. They conclude that this is a promising way of working, which highlights the national and international need to develop practical ways of enhancing initial teacher education in relation to special educational needs and inclusion. 相似文献
18.
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
19.
This article, written by Meng Deng of Beijing Normal University and Kim Fong Poon‐McBrayer of the Hong Kong Institute of Education, reviews and analyses the reform of special education in China, the challenges confronting Chinese special education provisions, and how the Chinese inclusive education model, namely ‘Learning in Regular Classrooms’, has been shaped by the pragmatic needs aligning with the nation's economic and social developments. In an effort to provide wider school access, the current inclusive education model has become the form of educational placement that serves the majority of students with disabilities in China. The authors conclude that reforms in the last two decades have resulted in dramatic changes and progress in many facets of special education service delivery, school structure, administrative monitoring mechanism, and instructional practices. However, the current Chinese special education service structure is still shaky, with inadequate resources, personnel preparation and support at the local level. Fundamental changes to the examination‐oriented mainstream education system are still needed, to enhance the quality of education for students with special needs. 相似文献
20.
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