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1.
The purpose of this paper is to address changes in school placement and classroom participation with respect to children with disabilities of primary school age in Norway, as well as examining the factors which explain variation in school placement and classroom participation. School placement refers to whether children with disabilities attend regular school, while classroom participation refers to time spent in regular classrooms at regular schools. The analysis is based on longitudinal data drawn from surveys undertaken in 2003 and 2006, of parents of children with disabilities. Present findings suggest there are no major changes in school placement during primary school years, which is contrary to earlier findings. However, the amount of time children with disability are absent from regular classes does increase significantly as the children become older. Size of municipality population, type of disability and degree of impairment are the main factors which have an impact on school placement. In addition to these, the amount of special education also has an impact on classroom participation. There are small changes in mechanisms that lead children out of both regular schools and classrooms, during their primary school years. However, some of the identified factors strengthen in importance as the children become older. The apparent policy change for older children, from special school placement to an “out of class” practice, is discussed. It could be seen as regular schools’ adaptation to the tension between the prevailing ideology of inclusion and schools’ maintenance of existing practice.  相似文献   

2.
随班就读是全球融合教育在中国的具体实践,随班就读教师究竟需要怎样的“支持”才能满足残疾儿童在普通班级中的特殊教育需要？基于信效度较好的随班就读教师课堂支持问卷调查与分析结果表明,随班就读教师在社会性支持上的得分显著高于在技术性支持上的得分;在社会性支持中,教师在融合教育氛围上得分显著高于在学校领导支持上的得分,而在学校领导支持上的得分又显著高于在同事支持上的得分;在技术性支持中,教师在物理环境调整上的得分显著高于在教辅教具配置上的得分;而在教辅教具配置上的得分又显著高于在专业人员指导上的得分。基于研究结果,建议加强随班就读教师所需支持研究,规范开展随班就读工作的教室建设,提升特殊教育学校教师专业化水平。  相似文献   

3.
中国特殊教育发展面临的六大转变   总被引：1，自引：0，他引：1  
中国特殊教育纵向比较确实取得了令人瞩目的成就,不仅接受义务教育的残疾儿童数量显著增加,残疾学生学前教育、高中教育、高等教育、职业教育等也都取得了很大的发展。但面对日益发展的中国经济、日益提升的中国国际地位、国际特殊教育发展的新趋势和国内残疾人日益多样化的特殊需求,中国特殊教育要想健康发展,须完成六大转变：（1）在政策层面由特殊教育条例向特殊教育法律法规的转变;（2）特殊教育由三类残疾儿童教育向特殊需要儿童教育的转变;（3）特殊教育投入由单纯重视硬件投入向满足残疾儿童需要的转变;（4）教育形式由特殊学校教育逐渐向随班就读学校教育的转变;（5）学校教育建设重心由东部发达地区向中西部地区的转变;（6）师资培训方式由单一的特殊高校师资培养向普通大学开设特教专业培养方式的转变。  相似文献   

4.
The purpose of this study is to examine the relationships between educational arrangements and social participation amongst children with disabilities in regular schools. The analysis is based on data drawn from surveys of parents of children with disabilities, aged 11–13, who attend regular schools in Norway (N = 262). We have explored the relationships between the variables of interest by means of structural equation modelling linear structural relations (LISREL). The results show that (1) the present educational arrangements may hinder social participation with peers and (2) the type of disability and the degree of impairment have no direct effect on the degree of social participation with peers, but only an indirect effect via educational support and classroom participation. These findings suggest that if children with disabilities are equally entitled to have the opportunity of gaining the same social benefits as their peers, then regular schools should be careful not to segregate them from their peers in mainstream school activities.  相似文献   

5.
Denmark is a country with a relatively high expenditure on education, and was one of the first countries in the Integration movement. Now the country is including all but 1.25 per cent of all pupils in a comprehensive school. The 1.25 per cent are attending special schools or special classes. To make this possible, 13 per cent of all students in regular schools on a yearly basis receive special needs education support as a supplement to regular education. Special education within the regular school system has existed for 99 years, and special teacher training has a 66-year history, originating in training of speech therapists. At present, the prevalence of special needs education is between 25 and 35 per cent, and this gives rise to questions about the relation between special needs education and differentiation of instruction which, in turn, has implications for training of teachers in special needs education.  相似文献   

6.
This article examines how the self-determination of pupils with intellectual disabilities is practised in secondary school in Norway and discusses possible challenges connected to this practice. The argumentation builds on the fieldwork of qualitative interviews (N?=?55) and participant observations in schools in Norway (pupils 13–16?years old). The pupils attend a variety of educational settings, including ordinary classes at mainstream schools, the department of special education at mainstream schools and special education schools. The study reveals considerable variations in the pupils’ opportunities to practise self-determination. While the self-determination of pupils with intellectual disabilities is rather extensive when it comes to their influence over informal and minor decisions in everyday life at school, it is very limited when it comes to formal and major decisions. Furthermore, the implementation of the pupils’ self-determination is primarily spontaneous and seldom anchored in the pupils’ Individual Education Plans. Such an implementation practice limits the pupils’ opportunities to participate in democratic processes, learning and social interaction.  相似文献   

7.
We investigated the influence of teacher feedback on the social acceptance of peers with intellectual disabilities and peers without disabilities. A computer task was administered to 601 students in grades 3 and 4. Twenty-six per cent of the students attend an inclusive school; the others are in regular schools without students with special educational needs. Participants are introduced to ‘new’ virtual classmates, one student with Down syndrome (DS), and one control student with no obvious disability. Additionally, teacher feedback and feedback about fun playing with the new classmates is given. Social acceptance is evaluated by asking if one would like to sit next to him/her. Both feedbacks showed a strong effect. The child with DS was less socially accepted than the child without disability. No difference regarding the social acceptance of the students with DS was found between students from inclusive and regular classes. Students from regular classes rate the social acceptance of the student without disabilities significantly higher than students from inclusive classrooms.  相似文献   

8.
The present study explored teachers' opinions about the inclusion of students with disabilities and special needs in regular primary schools in a Palestinian context, and factors that influenced such opinions. The sample consisted of 90 teachers at six schools. Eighty-seven (97%) of them had students with disabilities or special needs in their classes. Fifty-four (60%) of the teachers were of the opinion that students with disabilities and special needs should have an opportunity to attend public schools. Opinion-related factors were identified and compared to results of previous studies. Eighty-one (90%) of the teachers expressed a need for changes in the public schools in order to meet the needs of students with disabilities and special needs. Their focus of interest for building their own competence was on knowledge and skills that could empower them as teachers, not on knowledge about the students' disabling impairments.  相似文献   

9.
NORWEGIAN special education is grounded in the nation's commitment to egalitarianism. Most special education takes place in regular schools, and one quarter of Norway's teachers have additional training in special education. Cautions are given if advocacy for those with disabilities does not accompany normalization.  相似文献   

10.
The purpose of this study was to examine parental perceptions about Health Related Quality of Life (HRQoL) of typical education and special education students in Greece. The Pediatric Quality of Life Inventory (PedsQL) was administered to the parents of 251 children from typical schools, 46 students attending integration classes (IC) within a typical school and 97 students attending special education (segregated) schools. A two-way analysis of covariance indicated that, compared to their typically developing peers, children attending special education schools and IC were reported by their parents to have lower PedsQL scores. Compared to children attending special education schools, children attending IC showed no differences in all PedsQL domains but the emotional domain score (p < .05). Based on parents’ responses, further improvements in special education settings and environments in the Greek educational system might be necessary to improve the HRQOL of students with disabilities.  相似文献   

11.
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   

12.
ABSTRACT

This study focuses on J. E. Wallace Wallin, who recognised the rights of children with disabilities to receive an education, and who tackled the scientific classification of children and the provision of special classes in the state of Delaware from the 1930s to the middle of the 1940s. This study intends to clarify how Wallin recognised and classified children who exhibited learning problems, and how he provided an educational environment for them. Wallin advocated the democratic philosophy of providing differentiated education based on the individual differences among children. He classified children with learning problems as “mentally deficient”, “backward”, and “special subject-matter disabilities”. He also recommended special educational treatment in not only special classes but also regular classes. He insisted that regular class teachers and special class teachers share the responsibility of educating children with disabilities. However, in addition to tailoring education based on the diversity exhibited by children with learning problems, it is essential to tailor it for disabled children in public school special classes established in their communities. In terms of both human and material resources, it was difficult to address learning problems suitably in regular classes while improving the quality and quantity of education in special classes.  相似文献   

13.
Teachers in regular schools have a responsibility to accommodate the needs and interests of all learners. The attitudes and willingness of teachers to include learners with intellectual disabilities in their classes in regular schools in a district with a semi-nomadic pastoral population in north-eastern Uganda was investigated. A survey of 125 school teachers was conducted, using an attitude scale and a willingness sub-scale. The results showed slightly more positive than negative attitudes, and more willingness than unwillingness to teach learners with intellectual disabilities. Attendance of workshops and seminars had a positive impact on teacher attitudes and willingness towards inclusive education. The findings are discussed with reference to historical–cultural characteristics of the district, as well as pupil and teacher characteristics.  相似文献   

14.
ABSTRACT

This study aims to examine the general and sport-specific attitudes of elementary school students towards including students with disabilities in physical education and identifying student-related variables that determine such attitudes. A total of 872 students ranged from eight to 13 years old (461 boys and 411 girls) from six elementary schools in Shanghai participated in the study. The Children’s Attitudes towards Integrated Physical Education – Revised Scale (CAIPE-R) was utilized to measure students’ general and sport-specific attitudes. The Chinese students showed unfavourable general and sport-specific attitudes towards PE inclusion. Several student-related variables, such as being female and having a student with disabilities in PE classes, were positively associated with the general attitude of students, whereas being competitive was negatively related to the general attitude. These variables explained 13.2% of attitude variance. Being female, having a student with disabilities in regular classes, and having a student with disabilities in PE classes were positively related to the sport-specific attitude of students and explained 4.7% of attitude variance. The study has important implication for PE teaching, such as providing inclusive cooperative PE settings and opportunities of positive interaction for students with and without disabilities.  相似文献   

15.
ABSTRACT

This paper describes an histprical view of the legal and political aspects related to special education. It analyses the current and future perspectives that public and private educational institutions utilize to provide school services to individuals with disabilities in Brazil. Although Brazil has developed laws and provisions to guarantee the integration of students with disabilities into regular schools, this is not happening in most cases. In fact, Brazil does not yet have schools that consider the diversification of students’ capabilities as beneficial to the intellectual development of deficient and non‐deficient students. Poor teacher training and institutional conservatism constitute the obstacles to the implementation of innovation in this area. Most of the innovations seen today are the fruit of individual initiatives, such as the Project for Training Teachers to Integrate the Disabled into Schools (PROEDEM) and the Project for Using Computers in Special Education, that we describe. We believe that these new proposals will have a great impact on the education of students with deficiencies. This will raise the consciousness of educators and will help to transform the current conceptions and actions related to the education of people with disabilities, making possible the implementation of special education reforms.  相似文献   

16.
培养具有复合应用型硕士学位的特殊教育师资   总被引：1，自引：1，他引：1  
国外中小学特殊教育普遍要求教师具有硕士学位。高中阶段特殊教育学校比普通高中更需要高层次、高学历的教师。在各类可能到特殊教育学校任职的人才中,复合型、应用型特殊教育硕士具有学科与特殊教育双重优势,能够面对个别差异大的教学对象,在实践中解决实际问题,完成复杂的教学任务。复合性应用型特殊教育硕士是特殊教育师资培养模式的创新,需要特殊教育院校与相关院校联合培养。  相似文献   

17.
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   

18.
奥林匹克教育的内容包括普及奥林匹克知识、宣传奥林匹克精神、开展有关奥运会的国情教育、倡导科学的锻炼和健身方式、通过奥林匹克教育促进身心健康等。在特殊教育推广奥林匹克教育的途径有:倡导残疾青少年积极参与体育锻炼、积极推行北京奥运会的新理念、开展校园奥林匹克文化建设、群众体育与竞技体育并重、构建综合体育学科等。奥林匹克教育应作为特殊教育学校长期的工作。  相似文献   

19.
The US charter school movement is based upon the supposition that granting individual public schools increased autonomy from state and district rules and regulations in exchange for more accountability will foster the creation of innovative, effective and efficient schools. However, while state charter school laws free these schools from various state and district rules and regulations, the schools must still operate within the civil rights parameters legislated by federal statutes. Of particular import are federal laws that guarantee that children with disabilities receive a free appropriate public education. Project SEARCH, a 3 year qualitative study of special education in US charter schools revealed that there is a fundamental philosophical gap between the individualised, autonomous nature of charter schools and the highly regulated nature of special education. The philosophical gap is complicated by some charter schools' inability to amass the fiscal and human capacity needed to meet the needs of individual children with disabilities.  相似文献   

20.
The differences between genders in 14 different categories of disability, of samples of children and students found eligible for special education, are presented. In kindergarten and upper secondary schools, 65 per cent of the children or students deemed eligible for special education were boys. In elementary through junior high school the figures were about 70 per cent. In the kindergarten sample the difference in prevalence remained the same as the overall difference within each category of disability. In the samples from elementary, junior high and upper secondary schools a relatively higher prevalence than the overall difference between the genders was found with regard to problems of vision, hearing, language and intellectual disabilities among girls. A similar higher prevalence than expected was found among boys with regard to problems with reading and writing, psychosocial problems and attention deficit disorders. The conclusion is that the higher incidence of boys in special education during the pre-school years must be attributed to genetic or biological differences between the sexes. Further, in addition to these differences, the higher incidence of boys in special education during the school years is caused by an interaction between genetic or biological factors and a pedagogy that does not match the educational needs of male students.  相似文献   

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