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1.
The spiritual aspect of life has the potential to affect one’s quality of life in terms of emotional and physical well-being, relationships, and social inclusion. Unfortunately, despite public acknowledgement of the importance of spiritual development, little has been written on spirituality in students with special needs. Furthermore, in the field of special education, spirituality is frequently under-used in practice. The purpose of this article is to explore issues related to spirituality and disabilities. The following aspects are considered: the relationship between spirituality and disabilities; spirituality as an integral part of overall student development and learning; and spirituality as a source of social and psychological support. Implications for educational programmes that will address the spiritual dimension of learning are discussed. 相似文献
2.
Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) contains the first legal enshrinement of the right to inclusive education for people with disabilities. The UNCRPD maintains that children with special educational needs and disabilities (SEND) have a basic human right to be educated in mainstream schools. However, this does not take into account their moral right to receive the education most appropriate to their needs. Therefore, it is asserted by this review that fully implementing Article 24 may not be in the best interest of all children with SEND. Article 24 calls for all countries to implement a fully inclusive education system, thereby rendering special education provision obsolete. This review article provides a critique of this possibility, addressing the issues and practical implications involved. 相似文献
3.
Megan Tones Hitendra Pillay Subhas Chandra Jennifer Duke Rukh Mani Joseph 《International Journal of Disability, Development & Education》2017,64(5):497-513
This article reports on a multi-method study of the ways in which special and mainstream schools support the educational needs of children with disabilities in Fiji. The aims of the study were: (1) to identify capacity and functions of special schools to support inclusive mainstream schools for children with disabilities; and (2) to explore the capacity of mainstream disability-inclusive schools in meeting the needs of children with disabilities. Results from the special education survey indicated that type of disability, geographic location and controlling authority were associated with transition to mainstream education. Findings from the action research study suggest that supportive school leadership and positive attitudes towards disability and inclusion contribute to greater mobilisation of supporting resources. However, limitations in facilities and resources currently pose barriers which prevent inclusion for all students with disabilities. Together, these findings indicate that special and inclusive mainstream schools jointly support disability-inclusive education in Fiji. 相似文献
4.
Guanglun Michael Mu 《International Journal of Disability, Development & Education》2015,62(6):551-555
China has a massive population of children with disabilities. To address the special needs of these children, special/inclusive education in China has developed dramatically since the early 1980s onwards. This Special Issue puts together seven empirical studies emerging from the Chinese societies. These studies analyse inclusive discourses embedded in the education policy documents; scrutinise professional competence of inclusive education teachers; evaluate inclusive education practices in physical education, mathematics education, and job-related social skills education provided to students with disabilities; debate the required in-class support for inclusive education teachers; and discuss the social attitudes towards people with disabilities. The foci, methods and theories vary across the seven studies, while their aims converge. These studies are seeking best possible approaches and best available resources that facilitate inclusion. Knowledge built and lessons learned from these studies will provide implications for future inclusive education practices in China and beyond. 相似文献
5.
Jacque Ensign 《Peabody Journal of Education》2013,88(1-2):147-158
This article discusses cases from my 9-year longitudinal study of 100 home school students. The article focuses on students who have been identified as exhibiting learning disabilities and giftedness. There has been widespread concern that parents who are not trained in special education cannot adequately teach children with special needs. This article chronicles the academic development of 6 special education students and examines their parents' educational backgrounds and pedagogical approaches. I conclude that these students have not followed the expected patterns for students with their classifications and they have not been taught with the same assumptions and techniques used by special educators. These cases raise serious questions about the stereotypes that influence current practices in special education. 相似文献
6.
Teacher perceptions of the regular education initiative 总被引：1，自引：0，他引：1
A survey of 381 special and regular educators assessed perceptions and opinions surrounding the regular education initiative. Confirmatory factor analysis supported an a priori hypothesized structure of teachers' responses. Items factored into 14 categories. These factors describe issues related to preferred placement of students with mild disabilities, teachers' responsibility and ownership, teacher preparedness for meeting the needs of these students, achievement outcomes for all children, and the changes that would result from adopting the proposed consultant model rather than a pullout program. Results favored current special education practices (pullout programs) in elementary schools. 相似文献
7.
It is of great importance to maximize access to general education for all students with disabilities. This article focuses on how leaders create inclusive schools for all students—inclusive school reform. Inclusive school reform can result in all students with disabilities being placed into general education settings (including students with significant disabilities, students with mild disabilities, students with emotional disabilities, students with autism … all students) and providing inclusive services to meet their needs while eliminating pullout or self-contained special education programs. In this article, we outline a 7-part process, as well as a set of tools for schools to use to create authentically inclusive schools. 相似文献
8.
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
9.
《Exceptionality》2013,21(2):113-116
Talented students underachieve for many reasons and in many different circumstances. Unfortunately, there is no panacea for how to reverse underachievement in students whose talents are demonstrated in diverse ways. High-potential students with special needs are likely to experience underachievement as efforts to address their needs may focus more on remediation of difficulties and less on development of strength and talent. It is crucial for educators to differentiate between issues related to academic motivation and special needs related to students' disabilities that may be unrecognized by many classroom teachers. This article reviews research about twice-exceptional talented students who underachieve and provides general suggestions for addressing their academic talents and needs. 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.
Kristine W. Webb Karen B. Patterson Susan M. Syverud Janice J. Seabrooks-Blackmore 《Exceptionality》2013,21(4):192-206
As increasing numbers of students with disabilities access postsecondary education, research studies and literature reviews have investigated the needs of these students who chose to pursue postsecondary education. These articles included studies that (a) asked students with disabilities to identify needs and (b) summarized needs in literature reviews about students with disabilities in postsecondary education. This article summarizes needs and recommendations from college students with disabilities and authors who reviewed related literature from 1995–2006. The summary includes needs in five areas: self-determination, social skills, academic preparation, accommodations, and assistive technology (AT). Each of these areas of need is described and recommendations for practice are discussed. The purpose of this article is to identify a set of evidence-based transition practices that will address these needs and increase the likelihood of success for students who enroll in postsecondary education institutions. 相似文献
12.
Patricia H. Phelps 《Teaching Education》2013,24(2):147-150
The purpose of this article is to share the results of a study that explored the recommendations of practicing teachers about ways to prepare preservice teachers for including children with disabilities into general education classrooms. A survey was distributed to 71 practicing general elementary education teachers. The survey included the following questions: What should the general education student know about teaching students with special needs? Should this information be included in one course or integrated with other course content? General education teachers reported that teacher education programs should include the following content: behavioral strategies, conflict resolution and social skills, identification of students with special needs, adaptation of curriculum and materials, adaptation of instructional strategies, legal regulations and individual education programs, and co-teaching, teaming, and collaboration. These data suggest that preservice teacher preparation programs would include content courses to address these thematic areas and present a solid knowledge base about teaching children with disabilities. 相似文献
13.
《The Journal of educational research》2012,105(3):159-170
ABSTRACT The authors employed a qualitative research design to explore issues of trust in family–professional relationships. They specifically focused on the nature of trust between mothers of children with disabilities and school principals. Analysis of the mothers’ responses to face-to-face interview questions yielded two primary categories related to their perspectives regarding principals: (a) personal and professional principal attributes and (b) principal actions within the education system, with students, and with students’ families. Subcategories were developed that further delineated the relationships participants had with the principals of their children's educational programs. The authors address implications for school leadership and the establishment of trustworthy family-professional relationships, especially as they impact the lives of students and families in need of special education support. 相似文献
14.
In striving to educate as many children as possible and with limited funds to build a separate special education infrastructure to cater to the needs of children with disabilities, inclusive education was officially adopted in 1997 by the Department of Education in the Philippines as a viable educational alternative. This article reports on the current state of affairs for including children with disabilities within regular schools in the Philippines. The ‘Silahis Centres’ (‘school within the school’ concept) is presented as a feasible model for implementing and promoting the inclusion of children with disabilities within regular schools throughout the Philippines. Other aspects related to inclusive education such as teacher education, policies as well as lessons learned so far from inclusion efforts and future challenges are also described. 相似文献
15.
Abstract Teachers’ attitudes toward inclusion of children with disabilities play a central role in the successful inclusion of these children into general education classrooms. This study examined possible predictors of preservice teachers’ attitudes toward (1) persons with disabilities, and (2) inclusion of children with disabilities into general education classrooms. Participants were students majoring in early childhood education and elementary education. Preservice teachers’ attitudes toward persons with disabilities and inclusion were explained significantly by their personal relationships with persons who have disabilities and the number of courses related to special education/teaching strategies taken. However, preservice teachers’ experiences working with persons who have disabilities was not a significant predictor. Further, the relations between preservice teachers’ attitudes toward inclusion and personal experience variables were mediated by their attitudes toward persons with disabilities. This study provides evidence that more effective, practical experiences and course content related to children with disabilities, inclusion, and teaching strategies need to be provided in teacher education programs to support successful efforts with inclusion. This study also suggests that teacher education programs should strive to improve students’ attitudes toward inclusion, as well as toward persons with disabilities. 相似文献
16.
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
17.
This article uses critical discourse analysis in order to discuss the equity and social justice implications of an envisaged education reform agenda in Cyprus, as articulated by two consultation reports commissioned by the World Bank. The reports highlight, inter alia, the imperative to improve teaching and enhance accountability regimes with regard to students’ learning. Selected extracts from these documents are analyzed in order to highlight the absence of a social justice discourse in the rhetoric of educational reforms, despite the alleged centrality of a social justice discourse in official policy. The reports fail to include issues of social justice and learner diversity in discussing the necessity to strengthen the existing teacher policy framework and to mobilize structural educational reforms. This omission is indicative of the neoliberal imperatives that drive the envisaged education policy reforms as well as the low priority attributed to issues of equity and learner diversity, with particular reference to students designated as having special educational needs and/or disabilities. 相似文献
18.
Katie B. Howard 《Support for Learning》2023,38(3):154-161
Due to misconceptions about the challenges of language learning, foreign languages classrooms have not always been accessible spaces for all learners. This article seeks to address the needs of students with special educational needs and/or disabilities (SEND) in the foreign languages classroom and challenge the notion that this group of students cannot or should not learn languages. Current research tends to focus on specific learning difficulties in language learning, but little research considers the language learning experiences of children with SEND more broadly. Accordingly, this article delineates the advantages of language learning for learners with SEND, drawing on emerging research that shows that second language acquisition is not only possible but positive for many learners with additional needs. It then considers some of the specific challenges that SEND learners may face in the foreign languages classroom before outlining key strategies to facilitate inclusion among this diverse group of learners.
Key points
- Learners with special educational needs and/or disabilities (SEND) should not routinely be removed from the foreign languages classroom, but instead should be provided with opportunities to thrive within it. This article discusses the unique importance of foreign language learning for learners with SEND.
- Research evidence suggests that learning new languages is, on the whole, possible—and perhaps hugely beneficial—for children with developmental differences and learning difficulties, but will depend on the circumstances and profile of the individual child.
- The article explores some specific challenges that students with different additional needs might encounter in their foreign languages education, based on the four areas of need outlined in the SEND Code of Practice: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory or physical needs.
- To conclude, the article presents a range of key strategies that foreign languages teachers might implement in the classroom to support learners with different special educational needs and disabilities.
19.
Easterbrooks SR Lytle LR Sheets PM Crook BS 《Journal of deaf studies and deaf education》2004,9(2):219-227
In 2000, the 11th Circuit Court provided the largest single award in special education history to date, approximately $2.5 million, to two teenaged students who were deaf. The students were judged to have been denied a free, appropriate public education (FAPE), having spent their academic careers in generic special education classes for students with multiple disabilities without the benefit of access to a communication system; the services of a certified, qualified teacher of the deaf; or related services. This article describes the case from the perspective of FAPE, least restrictive environment, and due process in the presence of guardians who did not understand the implications of the Individual Education Program (IEP) teams' decisions; presents a chronology of the case; explores the implications for various stakeholders; and discusses the catastrophic impact on the social, emotional, communication, and academic development and earning potential of the students. 相似文献
20.
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