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1.
Inclusive education has been introduced through a number of policy developments in Malaysia over the last 10 years but there is little research investigating the extent and nature of inclusive education for preschoolers with special educational needs (SEN). This study surveyed both regular and special education teachers in Malaysian integrated preschools asking them about the level and nature of inclusion taking place in their preschools and their perceptions and beliefs about inclusion. There was little evidence of practices of inclusion taking place. Both regular and special educators agreed that SEN should be educated alongside their peers in a school but were unlikely to agree that the SEN students should be in the same classroom. Factors identified as influencing inclusion included school culture, skills and competency, guidance and information, workload and students' disabilities. More guidelines and support are required for successful inclusion in Malaysian integrated preschools.  相似文献   

2.
The acquisition of appropriate social skills is considered critical for a person’s social development and personal well-being. This consideration is far more crucial in the area of inclusive education, where the development of social skills in children with SEN has been associated with academic progress, social inclusion and successful transition to adult life. Special teachers are considered to be critical agents in designing and implementing school-based interventions targeting at the social development of students with SEN. The aim of this qualitative study was to explore the responses of forty (40) Greek special education teachers about dealing with the difficulties experienced by students with SEN in the social domain. Data were gathered through semi-structured interviews and were coded and analysed according to the principles of the inductive data-driven analysis approach. The analysis revealed that special teachers had to respond to a wide range of difficulties concerning the students’ social skills that were mainly associated with the formation and maintenance of peer relations, the development of assertion, self-management, compliance and academic related skills. The participant teachers used a repertoire of strategies. However, their responses were not a part of a systematic social skills programming. Furthermore, many participants did not consider themselves efficient enough to create and implement such programmes. The paper concludes by highlighting the need to advance the initial training and professional development programmes of special teachers by incorporating courses related to designing and implementing multi-layered and holistic school-based interventions targeting at the social skills development of students with SEN.  相似文献   

3.
Teachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed to examine the associations between students’ externalising and internalising behaviour, social skills and academic performance, and teachers’ perceptions of conflict and closeness in their relationships with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7 (169 students with SEN) were collected. Teachers (n = 74) reported on the student–teacher relationship and students’ social skills, behaviour problems and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers’ reports of students’ social skills and externalising problems were the strongest predictors of closeness and conflict. Internalising problems and SEN status also predicted decreased closeness, despite smaller effects. Taken together, findings support the importance of professional development opportunities focusing on facilitating teachers’ relationships with students with perceived challenging behaviour.  相似文献   

4.
《学习科学杂志》2013,22(4):495-547
This article tells the story of the design of Learning by Design(tm) (LBD), a project-based inquiry approach to science learning with roots in case-based reasoning and problem-based learning, pointing out the theoretical contributions of both, classroom issues that arose upon piloting a first attempt, ways we addressed those challenges, lessons learned about promoting learning taking a project-based inquiry approach, and lessons learned about taking a theory-based approach to designing learning environments. LBD uses what we know about cognition to fashion a learning environment appropriate to deeply learning science concepts and skills and their applicability, in parallel with learning cognitive, social, learning, and communication skills. Our goal, in designing LBD, was to lay the foundation in middle school for students to be successful thinkers, learners, and decisionmakers throughout their lives and especially to help them begin to learn the science they need to know to thrive in the modern world. LBD has students learn science in the context of achieving design-and-build challenges. Included in LBD's framework is a set of ritualized and sequenced activities that help teachers and students acclimate to the culture of a highly collaborative, learner-centered, inquiry-oriented, and design-based classroom. Those ritualized activities help teachers and students learn the practices of scientists, engineers, and group members in ways that they can use outside the classroom. LBD is carefully crafted to promote deep and lasting learning, but we have learned that careful crafting is not enough for success in putting a collaborative inquiry approach into practice. Also essential are fostering a collaborative classroom culture in which students want to be engaged in deep learning and where the teacher sees herself as both a learner and a facilitator of learning, trusts that with her help the students can learn, and enthusiastically assumes the roles she needs to take on.  相似文献   

5.
Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate (CBC) is rare. Therefore, this study aims to examine students’ perceptions of CBC and to identify predictors of CBC as well as associated variables. The sample consists of 650 German students from secondary schools (5th-9th grade) of whom 83 students are diagnosed with special educational needs (SEN). CBC was measured via four subscales (‘students’ possibilities to study and concentrating on teaching’, ‘disruptive behaviour’, ‘physical and psychological safety’ and ‘caring for the physical environment’). Results show significant differences in students’ perceptions of CBC between students from different school tracks. Furthermore, gender (being male) and SEN (having a) predict the perception of ‘physical and psychological safety’. Additionally, social inclusion, emotional experience as well as teacher support and care are associated with CBC. Accordingly, a positive CBC is important for the successful implementation of inclusive education: while diversity in classrooms is a challenge for behavioural climate, poor behavioural climate may also pose specific barriers to learning for some students with SEN and thus is a general challenge for equity in inclusive classrooms.  相似文献   

6.
Research within the context of inclusive education is strongly focused on the investigation of students’ special educational needs (SEN). However, a broader understanding of inclusion requires consideration of other factors that may compromise inclusion, especially when it comes to social participation. This study investigates the social participation of 512 students from Austrian secondary mainstream schools. Aside from students’ SEN, their migration biography, gender and socio-economic status (SES) were also considered. Students’ social participation was measured using peer nominations and peer status. The results indicate that, apart from students with SEN, those with a migration biography and low SES are at risk of low social participation. Amongst the popular students, those with SEN were significantly underrepresented. Regarding peer nominations, students with SEN received less positive and more negative nominations compared to those without SEN. Similar effects for negative nominations were found for students with migration biography and extreme SES. The results suggest that being at risk of low social participation is not only a problem for students with SEN but also a problem for those belonging to minority groups. In terms of research and practical implications (e.g., prevention of the negative outcomes of low social participation), the results of the current study suggest considering student diversity in a broader sense. Furthermore, students from other minority groups, such as those with a migration biography or students from low socio-economic status backgrounds (SES), are likely to suffer from social exclusion.  相似文献   

7.
ABSTRACT

Based on the theory of inclusion, the present 3-year pilot program (2013–2016) deals with narrative speech, role play and creative writing as a useful tool to build resilience in primary school students with and without Special Educational Needs (SEN) in the mainstream classroom. The specific aim of the program was to help students develop a series of fundamental psychosocial skills, such as a positive sense of inner self and the ability to cooperate and relate to others by familiarising with them in recognising and expressing the basic emotions of joy, sadness, fear and anger. Under the systematic cooperation among the general education teacher, the special education teacher and the rest of the teaching staff, the concept was to involve the maximum of the school teachers in order to create a Community of Practice, Collaboration, Sharing Learning and Action. Using an action-based research approach, the data from the present work allowed the participating students to demonstrate a range of socio-emotional skills, including those necessary for self-awareness. Similarly, the teachers involved in the project in each class built positive relations with their students and the rest of the teachers as well, whom they encouraged to participate in various collaborative tasks through similar programs.  相似文献   

8.
As a society, we have a responsibility to provide an inclusive built environment. As part of the need to promote inclusion, there is now a growing trend to place pupils with special educational needs (SEN) into a mainstream school setting. This is often facilitated by providing a specialist SEN resource base located within the mainstream school. This article outlines why the whole school should be considered when locating and implementing a SEN resource base. It also highlights the wider opportunities for enhancing inclusion for pupils with SEN when giving holistic thought to the wider context of the resource base. It then indicates a four‐stage approach, using the illustrative example of a pupil with autistic spectrum disorder (ASD), to help evaluate the optimum SEN resource base location within a mainstream school setting. Finally it highlights some benefits and challenges of an enriched school environment for all pupils when considering genuine inclusion.  相似文献   

9.
Many teachers struggle to provide equitable opportunities for students with special educational needs (SEN) to learn science concepts in the inclusive classroom. This study examines the experience of teaching in an inclusive classroom using a conceptual change approach, the Thinking Frames Approach (TFA), incorporating the use of discrepant events, social construction of scientific conceptions followed by the production of multiple student‐generated representations of their understanding. An in‐depth case study is presented of the experience of Wayne, a student with complex SEN and the effect on his behaviour and science learning based on video/audio recordings of lessons, teacher journal entries, student artefacts, questionnaire results and interviews. It was found that there were positive effects for Wayne's learning using this approach including improved behaviour, greater feelings of self‐efficacy, increased participation in small group and class discussions and improved outcomes on the same assessment tasks as peers. It is suggested that the structured approach of the TFA, the communication of understanding in different modalities, particularly drawing, and the support of peers enabled Wayne to more deeply engage in construction of understanding and may provide teachers with an easy and effective approach to authentic inclusion where real conceptual gains are made by all students.  相似文献   

10.
The aim of the study was to investigate what kinds of assessment practices classroom teachers and special educational needs (SEN) teachers use in assessing first grade students' pre-reading skills (letter knowledge and phonological skills). Further, we investigated to what extent teachers were able to identify difficulties in pre-reading skills of the children with the lowest achievement scores. The accuracy of teacher ratings of students' pre-reading skills was studied by comparing teacher ratings to actual test scores. The data from two Finnish longitudinal studies were used: JLD sample (class teachers, n = 91; SEN teachers, n = 51; 200 students) and First Steps sample (class teachers, n = 136; SEN teachers, n = 34; 598 students). Results showed first, that most classroom teachers used qualitative assessment and SEN teachers also relied on tests. Secondly, although teacher ratings correlated with the test scores, closer investigation of sensitivity and specificity of the teacher ratings revealed that a number of children in need of extra support for their early reading development according to test scores remained unidentified. Moreover, there were some students identified by the teacher to have difficulties despite test scores not confirming that. The findings underline the importance for developing more specific and reliable assessment tools for teachers to use for pedagogical purposes, and respectively, the need to pay more attention to early identification of reading difficulties in teacher training program curricula.  相似文献   

11.
This paper studies the effect of the integration of students with Special Educational Needs (SEN) on the academic achievement of their peers without SEN. This achievement is measured using performance in standardized reading and mathematics tests. The study also evaluates the effect of a policy that recognizes and increases resources for special educational needs that had not yet been considered and improves education provision protocols for students with SEN. Using administrative data and standardized test scores, we constructed a panel that follows a cohort of students before and after the reform, determining for each individual and year whether the class to which he/she belongs has any students with SEN. Our identification strategy employs panel data with fixed effects at the school, individual, and time levels. Estimates show that, on average, having a peer with SEN in the classroom has a negative effect on the academic performance of students without SEN. However, these effects are small and decrease, or even vanish, once better inclusion policies are in place. These results suggest that the effect on peers is almost totally canceled when more resources are provided and when adequate treatment and support protocols are implemented.  相似文献   

12.
Abstract

In higher education, supporting students with special educational needs (SEN) necessitates an understanding of these needs, additional teaching aids and innovative ideas. The teacher must be an integral part of this support process, and this is difficult for the majority of teachers, due to their lack of core understanding of SEN. However, teachers can focus on their core skills and content knowledge, and have immense alacrity to explore potential options to support their students with SEN. I decided to support my students with SEN by adapting my PowerPoint presentations according to their requirements. PowerPoint presentations usually provide concisely summarised information to students that often lead to confusion in their pre-lecture or post-lecture review. This lack of comprehensive subject information within PowerPoint presentations can have serious implications for students with SEN and their note-takers if no other teaching resources or aids are available to help them. Students with SEN and note-takers reported this concern to me at Aberystwyth University, UK. Consequently, I began to explore ways to make my PowerPoint presentations extra helpful for my students with SEN. After a review of best practices for students with SEN based on universal design for learning and a few trials, I developed a dual PowerPoint presentation (DPP), lecture handouts and comprehensive lecture notes. Subsequently, I successfully employed this approach in the delivery of some of the undergraduate modules of a BSc computer science programme. Feedback from students with SEN, note-takers and the student support department, and examination results showed the success and potential of this DPP approach.  相似文献   

13.
This paper explores practitioner perspectives on effective inclusion within a school environment. Inclusion within school settings is more than children with a range of needs, including special educational needs (SEN) being taught together within a classroom. It is important that a school community recognises the uniqueness of each child and works together to address those individual needs, helping the child to reach their full potential. Data was gathered through interviews from fourteen members of teaching and support staff within one primary school in the North of England, identified by the Office for Standards in Education (Ofsted) as being an inclusive school. Findings report that in order to make inclusion effective for all children, practitioners acknowledged the importance of collaborative practice within the school, with outside agencies and parent partnership. A number of barriers to effective inclusion were also highlighted, including inadequate pre-service training, the national curriculum, mandatory testing at the end of key stages and school funding.  相似文献   

14.
分析当前对外汉语口语课所肩负的任务,以及其中所存在的问题。某些口语课依然存在以讲授语言点为重点,而不是侧重语言技能的训练。教学进度与练习时间冲突。在语言环境不够真实的情况下,教学方法又太过传统。在教学实践中,各任课教师集体备课,协调词汇语法教学任务。以及走出课堂,充分利用学校和社会语言环境等方法对提高口语课的实效都很有帮助。  相似文献   

15.
ABSTRACT

Previous research has focused on inclusive classroom practices in mainstream primary schools but little is documented regarding practices in multi-grade classrooms. The purpose of this paper was to report mainstream primary teachers’ perceptions of multi-grade classroom grouping practices to support inclusive education specifically for students with special educational needs (SEN). The findings indicated that despite the difficulty of covering the curricula of the various grades, multi-grade teachers reported the implementation of flexible grouping practices (ability, mixed ability, social) for academic or social reasons. However, the tension between meeting the needs of the grade groups and the individual student with SEN were apparent, with some practices documented not necessarily inclusive. The importance of using appropriate grouping practices to enable teachers to include all students, thereby avoiding potentially negative effects of treating some students differently was emphasised.  相似文献   

16.
In schools of social work, policy courses are frequently taught assuming debates occur along a liberal–conservative ideological continuum in which liberals favor equitable distribution of societal benefits and burdens, whereas conservatives emphasize individual political and property rights and personal responsibility. This dichotomous approach often results in conflict being situated primarily outside the classroom and profession while ignoring contentious debates that have occurred within social work. The authors argue for reconceptualizing policy courses to provide an historical conflict-based approach and include specific suggestions for course design. This approach will better train students with critical skills and prepare them for future practice.  相似文献   

17.
Research shows that some non‐traditional students find the university environment alienating, impersonal and unsupportive. The ‘Quickstart’ project combines traditional lectures and seminars with a sequence of carefully designed online tasks, aimed at lessening the impact of the start of year uncertainties for new students. One thousand students across two geographic locations participated in the programme. The project was evaluated by considering three sources of data: data generated by server statistics of 40,358 successful requests for pages in the first four weeks of teaching; student anonymous responses to an online end of course questionnaire as well as extracts from their reflective journals; and the student experience as viewed through the eyes of a researcher in the classroom. Findings offer insights into how the students blend classroom time with their own time; and student perceptions of their own learning experiences. A collaborative learning experience involving travel to a contemporary learning space (the Tate Modern Art Gallery) mitigated the possible isolating effect of the use of technology; instead the technology enhanced the discussion and participation in activities. The students visited the Tate Modern and then facilitated their discussions by sending each other SMS text messages; they bonded very quickly in the seminar groups, where weekly online tasks that had been prepared individually ‘outside’ the classroom were the focus of group discussion and debate ‘inside the classroom’; their end of semester reflective writing showed very clearly how valuable the early ‘friendship’ groups had been for them settling into university life.  相似文献   

18.
The development of the metacognitive skill of prediction in deaf students in a middle school social studies classroom was explored in an action research study (Riel, 2006). After observation of this group of learners and assessment of current skills, a unit was developed that integrated the teaching of prediction into their study of the American Revolution. It was found that these students were already using some metacognitive skills in their social studies class, but through direct instruction they were able to make more and better predictions related to the content being studied. The study demonstrates how the social studies curriculum provided an opportunity for students to learn and implement metacognitive skills that helped them to understand the cause-and-effect relationships in history and eventually to become more active readers during a reading task.  相似文献   

19.
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   

20.
The modern language teaching theory highly emphasizes the effect of"listening"on the learning and the use of language. The teaching of English listening is not only a teaching of language, but also a kind of training of ability. In the four skills of listening, writing, reading and speaking, listening is considered as the basic, and the most important skill. It isn't only the main way of acquiring language information, but the base of improving other skills. Listening practice is especially important in classrooms where English is taught as a foreign language, that is, in situations where English is not the language of the country and where opportunities for hearing English outside the classroom are few. Students in such environments often learn to read and write English, and even to speak English, but they frequently have great difficulty comprehending English spoken to them.Plenty of Chinese students claim that the listening test is the most difficult part of English test. As a result, teachers should take particular pains to avoid such simplification and to provide opportunities for students to hear the kind of language that will prepare them for situations outside the classroom. Teachers should try to anticipate the kind of English the students will hear when the opportunity arises for them to be in an English-speaking country. In this article, I start with the factors which may exert an influence on listening comprehension, shows ways to improve listening comprehension and design some useful activities in the class. And I also focus on the activities of English listening teaching and insist that the activities should be both emphasized on the process of listening and the result of listening, due to different situations.  相似文献   

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