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1.
isa Korkmaz 《美中教育评论》2011,(2):177-183
The Disabilities Education Act was introduced in June, 1997 in the Turkish Education System. The Act states that schools have a duty to educate children with disabilities in general education classrooms. All children with disabilities should be educated with non-disabled children at their own age and have access to the general education curriculum. The philosophy of inclusive education aims at helping all children learn in regular classrooms. Children learn at their own pace and style within a nurturing learning environment because schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn together and from each other in inclusive classes. On the other hand, when children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. The aim of this study is to examine the perceptions of teachers about implementation of inclusive education in elementary schools. In order to collect data for this study, a questionnaire which consisted of eight open-ended questions was developed and administered to 66 elementary school teachers. The teachers worked at primary schools and taught 1-5 grades. They were asked to write their opinions and experiences about the implementation of inclusive education in the elementary schools. Primary school teachers generally have a positive attitude about inclusive education and its philosophical and psychological foundation. However, they express that they encounter some difficulties in implementing inclusive classrooms. A crowded classroom is a main obstacle to obtain desired objectives in educational activities. The levels of students＇ disability are related to effectiveness of classroom management. The effectiveness of inclusive education depends on not only the teachers＇ quality but also the school administrators＇. Some superintendents assess the effectiveness of teachers in inclusive and regular classrooms in the same way. 相似文献
2.
TSUTSUMI Angela Aparecida 《美中教育评论》2009,6(10):61-66
Sex education has always been a controversial topic. Although sex education at schools has improved in general, sex education for mentally retarded pupils still encounters prejudice and conservatism as a result of several misconceptions about the subject. This research was performed in the form of a survey of opinions about sex education in special classes in ordinary public schools for mentally retarded pupils in Tokyo, Japan. Information was collected through written questionnaires distributed to teachers and parents of pupils of both sexes, whose age range was between 7 and 16 years. This work aims to stimulate an open and broad discussion, as well as to help teachers and parents to improve their knowledge about the subject. In addition, it provides data to outline a more specific program in sex education for mentally retarded pupils. 相似文献
3.
Williams Emeka Obiozor 《美中教育评论》2010,(1):17-25,31
This article discusses the teaching of life skills to urban American youths who are highly fascinated with the hip-hop culture--songs, raps, miming, lyrics, dressing and musical rhythms, especially individuals with emotional disabilities in the public schools. This is an instructional curriculum strategy to encourage positive and active participation of these students, promote perfect school attendance, encourage good behaviors, deal with anger management and motivate committed learning in the classroom. The instructors＇ understanding of students＇ culture, learning needs and styles, and using such background knowledge to educate them become imperative in this setting. These urge for innovative and leadership projects in the author＇s special education classroom necessitated the application of hip-hop music to teach life skills, reading and other functional skills in the classroom. The outcome was positive and rewarding to both the teachers and students. There are recommendations for interested teachers to devise creative teaching methods, differentiated instruction and appropriate classroom management practices to attain student achievement. 相似文献
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5.
Pavlovic Slavica 《美中教育评论》2010,(10):62-69
This paper deals with 2 focal points of inclusive education, which is the integral segment of the current education reform in the Bosnia and Herzegovina： its position in various proclamations and in primary school teachers＇ reality, i.e., legislative aspects vs. everyday situation in primary schools. The survey research was carried out through the 5-level Liken scale, on the sample of 105 primary school teachers working in Herzegovina-Neretva Canton （specific for its education reform implementation）. The aim was to examine the attitudes of the direct implementators of the education reform and the inclusive education （2003-2009）--primary school teachers, with particular reference to： teachers＇ acquaintance with inclusive education requirements; their involvement in its designing, planning and organization; relevant professional education; school preparedness for inclusive education; level of partnership with relevant subjects; and evaluation of the inclusive education implementation. The results obtained have indicated exactly the lack of the mentioned as the main issues of the implementation of inclusive education within compulsory primary schools in Herzegovina-Neretva Canton. Therefore, this paper gives a kind of guidelines for the improvement of the inclusive education, derived directly from the teachers＇ everyday experiences, problems, proposals, notes and suggestions. 相似文献
6.
Figen Eres 《美中教育评论》2010,7(4):94-100
The quality and the prevalence of education are the major indicators of the development of a society. It is a kind of human right to every person living in the society to be educated in a sufficient way. The education of the disabled people, a social reality in Turkey, is not sufficiently carried out. This paper aims at the education of the disabled people in Turkey. In order to mention about the education of the disabled people, this paper also mentions about the general characteristics of the disabled. The service of special education has not reached all the disabled, and the disabled and their families are not aware of the importance of the education. Only 90 thousand out of over one million disabled children receive the education. Disabled children continue their training in five groups： the sight impaired, the hearing impaired, the orthopedic impaired, the mentally impaired and children with long-term illness. Raising awareness is very important for all of the Turkish people. So a social education is necessary in order to deal with this problem. 相似文献
7.
《英语辅导》2005,(2)
Arts Programs Enhance Some SkillsStudying the arts in school may help strengthen children's academic and social skills that can, in turn, aid them in learning other subjects, concludes a new review of arts education studies. The review found arts education particularly beneficial for young children and those who are economically disadvantaged or struggling academically.Strong arts programs are also linked to improving certain communication and critical-thinking skills, as well 相似文献
8.
《通化师范学院学报》2006,(5)
The contribution of modern foreign languages to the primary school curriculum The learning of a foreign language in primary school provides a valuable educational, social and cultural experience for all pupils. Pupils develop communication and literacy skills that lay the foundation for future language learning. They develop linguistic competence, extend their knowledge of how language works and explore differences 相似文献
9.
Panagiota Korilaki 《美中教育评论》2009,6(4):1-18
The current article deals with the issue of increased dropouts of deaf pupils from compulsory education （primary and junior high school） and tries to map out plausible reasons according to what principals and teachers for the deaf say, which might account for these reduced graduation rates for deaf pupils from primary dropouts. Official statistics are employed to demonstrate and junior high school. This data is collected through annual census surveys targeting all primary and secondary schools for the deaf, conducted by the National Statistical Service of Greece （NSSG）. Then, this paper tries to explore some of the possible reasons, which could be at the root of these increased dropout rates from primary and lower secondary schools, according to the accounts of principals and teachers for the deaf, who serve in schools for the deaf. Two types of questionnaire were employed, addressed to principals and teachers for the deaf, serving in schools for the deaf, one on one, and telephone interviews, with these two categories of respondent. Low graduation rates are associated with several factors, including inadequate coverage for schools for the deaf, the fact that Gymnasia do not operate everywhere there are primary schools for the deaf and the fact that often deaf pupils have to enrol in schools for the deaf only after suffering considerable delay can be partly attributed to the relative shortage of schools for the deaf. Other limitations include the inadequate use of hearing aids by pupils, associated with inadequate screening and assessment procedures; a lack of kindergartens and preschools for the deaf; and the relative shortage of speech therapists in schools for the deaf. In addition, teachers criticized the fact that the ＂whole-day＂ school initiative, which allows pupils to remain in school until 4 p.m. and have assistance with their homework, does not operate in the majority of schools for the deaf. In addition, the need to create books and teaching materials more tailored to deaf pupils＇ needs was mentioned, as well as inadequate or lack of teacher training in deaf pedagogy and Greek Sign Language. Findings are discussed in accordance with the international bibliography on this issue. 相似文献
10.
This study aims to analyze the effects of communication skills training program provided to the mothers on the social skills of their children. The study uses pre- and post-tests control group design. Experiment and control groups consisted of a total of 30 six-year-old children who were enrolled in nursery school. Experiment group consisted of 15 children; control group consisted of 15 children. The mothers of the children in experiment group were provided communication skills training for 13 weeks. SSES （social skills evaluation scale） was administered to the children before and after the training. The results of pre- and post- tests were compared and the effects of mothers＇ training program on the social skills of the children were investigated. 相似文献
11.
Alma Dizdarevic Medina Vantic-Tanjic Milena Nikolic 《美中教育评论》2010,(3):92-100
This paper describes the different challenges faced by all members of the local community who are directly or indirectly responsible for the educational reform regarding the process of inclusion in Bosnia and Herzegovina. Yugoslavia education system is regulated in canton legislature. Each canton has its own law on preschool, elementary school, high school and university education, with more than 30 laws covering the area of education. General and special education are separately regulated, thus violating the rights of children with special needs to be educated in the mainstream schools closest to their home. Negative attitudes, prejudices and stereotypes, educational standards non supportive for the inclusive education, lack of engagement of university facilities and negligence of scientifically based research are also considered in this study. 相似文献
12.
By comparing the models of Chinese and Western education,this paper offers a hypothesis as to which learning curriculum is best suited for optimum academic development.Ideally,an improved education model could inspire new ideas in the education industry;ef fecting not only children,but also the roles of both schools and parents. 相似文献
13.
马灿杰 《语数外学习(高中版)》2009,(1):59-59
Many English novels have talked ＇about grammar schools. But not all grammar schools are private ones. Public authorities run most of them. According to the arrangement of the grammar school system, children begin their education at the age of five. They first enter infants＇ schools and study for two years. These pupils then move to the second stage and study four years more. These six years combine to make the primary school stage. At the end of the stage pupils are eleven and they take public examinations called the ＂eleven plus＂ which are given by the examining boards. Those who get high marks in the ＂eleven plus＂ can enter grammar schools while those who fail to do well have to enter other kinds of schools called secondary modem schools. 相似文献
14.
《中学英语之友(教育研究与实践)》2010,(1):6-6,46
In the United States, children start school when they are five years old. In some states they must stay in school 1 they are sixteen. Most students are seventeen or eighteen years old when they 2 middle school. There are two kinds of schools in the US： public schools and private schools. 3 children go to public schools. Their parents do not have 4 their education because the schools 5 money from the government. 相似文献
15.
Despite some pros for providing English courses in China’s primary schools, some factors should be acknowledged: pu-pils of young ages are less efficient in commanding the overall communicative skills than their older counterparts;teachers in manyprimary schools are not sufficiently competent as expected and are liable to build inadequate models that degrade children’s lan-guage learning;there exists some misunderstanding about critical period hypothesis in which it is believed that language acquisi-tion can only be successful during people’s younger age. The general provision of English courses in China’s primary schools maynot be as necessary and efficient as is generally advocated for the current state of affairs. 相似文献
16.
Mohd. Sahandri Gani Hamzah Vijayaletchumy a/p Subramamam Saifuddin Kumar Abdullah 《美中教育评论》2009,6(9):67-84
In national perception, education is essentially for all. This is fundamental to all-round development, material and spiritual. It refines sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spirit--thus furthering the goals of socialism secularism and democracy enshrined in our constitution. The objective of the study focuses on achievement of children with learning disability in science. There are 5 null hypothesis tested in this research. The sample used in this study includes 35 children with learning disabilities in experimental group and 42 children with learning disabilities in control group. The different views taken on special education have ignited spark of controversies over segregating some children from the mainstream and providing them with extra opportunities. There are arguments for and against both special education and integrated education. Special education means the specifically designed instruction that meets the unusual needs of special children. It requires special materials, teaching, techniques, equipment and facilities. The design was an experimental research pre and post-test equivalent group. The research shows that there is no significant difference in all learning objective such as knowledge, comprehension and skill between control group and experimental group in the pre-test. This two sample groups also did not show any significant difference in the pre-test irrespective of gender, educational qualification of the teacher, years of experience of the teacher, parents＇ education, parents＇ profession, parents＇ income, type of management and type of school. On the other hand, for the post-test all the characteristics show that there are significant differences. This shows that there are effects on the treatment group in learning objective. Furthermore the experimental group showed significantly higher gain score than the control group with regard to the learning objective which comprises of knowledge, comprehension, application and skill. 相似文献
17.
Dennis Ping-Cheng Wang 《美中教育评论》2008,5(9):32-41
Movement activities can be used to integrate with any other curriculum in childhood education. The movements can inspire the sense of rhythmic concepts for children. This study aims at investigating how children can be motivated and inspired rhythmically by body movement through Dalcroze approach. In this research, the author revealed how physical movements can motivate children＇s potential sense of rhythm and inspire children＇s interest of musical rhythmic concepts learning. The study was conducted with 1000 primary school 6th grade students from twenty primary schools in Taipei, Taiwan. These 1000 6th grade students have the same age, same music syllabus and have equally same music training at their schools. The 1000 students were divided into two equal groups, one having different activities of body movements at school, and the other without. The different activities included tapping, swinging, clapping, turning, and stamping simple rhythms. The experiments consisted two parts which were rhythm dictation and improvisational skills. All the participants were equally given the pre-test and post-test as evidences of progress of the experiment, and the researcher then compared with the differences of the two tests of the two groups before and after the experiment to see if there were any progress in their learning of musical rhythms. The study lasted 6 months and consisted of three stages： observation, comparison, and analysis. The author observed and compared the two groups of students, analyzed the results and found out that the two groups demonstrated obvious differences in their degree of progress on learning of musical rhythms. 相似文献
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19.
刘英 《新课程导学(上)》2010,(33)
In England, many children go to nursery school from the age of about three, but these schools are not compulsory. Compulsory education begins at the age of five, when children go to primary school. Primary education takes six years, then pupils go to secondary education. After six years of secondary education, pupils take the General Certificate of Secondary Education (GCSE) examination. Most pupils take about eight subjects in this exam. 相似文献
20.
ASR technology for children with dyslexia： Enabling immediate intervention to support reading in Bahasa Melayu 总被引：1，自引：0，他引：1
Husniza Husni Zulikha Jamaludin 《美中教育评论》2009,6(6):64-70
Reading is an essential skill towards literacy development, and should be provided so that children can master the skill at their early ages. For dyslexic children, mastering the skill is a challenge. It has been widely agreed that the theory behind such difficulties in reading for dyslexic lies in the phonological-core deficits. Support has been given in many ways to dyslexic children to teach them reading through using various multi-sensory methods and using computer-based applications that include animated characters and text-to-speech （TTS） technology. In such applications, although stimulating, it requires the children to call for help by clicking on the custom-made buttons on the computer screen, often, such an application requires the dyslexic children to be aware of their mistakes and be able to judge when help is needed. They are just reluctant to ask the computer for help. Hence, such technology does not provide immediate intervention to correct any reading failure. It is therefore worth to look at the promising automatic speech recognition （ASR） technology to provide such intervention. Hence, this paper gives an overview of the use of ASR to facilitate immediate reading intervention which is the key element of remediating reading among dyslexic children. For such intervention to work, data on reading mistakes and patterns are observed and collected in audio format. The data serve as training and testing samples for an ASR to train on. An observation was carried out in two public schools participated in the study to record dyslexic children＇s reading in Bahasa Melayu （BM） and observe error patterns and their behaviors toward reading. A total of 10 dyslexic children are involved and a total of 6384 utterances from a set of selected words have been gathered and analyzed. Data are grouped into error type categories and the analysis performed gives ＂vowel substitution＂ as the most frequent error made （20%）. The significant findings can be of interest of special education teachers or parents to devise and use suitable approach to correct reading mistakes often made by dyslexic children. The findings also contribute to the development of a suitable and well-tuned ASR model focusing on dyslexic children reading aloud in BM. 相似文献