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1.
曹磊 《德州学院学报》2014,(3):95-97,110
宗教改革过程中,路德派重视教会音乐,创造出德语众赞歌和康塔塔等新的音乐形式,会众通过同唱参与到音乐和仪式之中.相比于天主教会封闭的拉丁文音乐和仪式,路德派平信徒能够凭借母语,在音乐中感受和表达信仰,民众参与的过程就是教士权力削减的过程.  相似文献   

2.
Children with developmental disabilities are at risk for limited participation in everyday activities. This study investigated factors that hindered or facilitated participation in 58 children with moderate-to-severe developmental disabilities who attended special schools. The parents completed surveys on their children’s participation, developmental profile, environmental restrictions, parental self-efficacy and family demographics. Multiple regression analyses indicated that four variables were identified as strong predictors of specific children’s participation and, overall, explained a small-to-moderate magnitude of variance. Social-emotional ability was associated positively with all aspects of children’s participation (including diversity, intensity and enjoyment). Children with better communication and those who had only one sibling engaged in a higher number of activities and did so more frequently. The children of parents with higher self-efficacy enjoyed themselves more during participation. The findings provide preliminary information that could be useful for families and health care professionals to facilitate participation of children with moderate-to-severe developmental disabilities.  相似文献   

3.
This article explores mentoring as a means of promoting spiritual growth for women in a congregational setting. The role and activities of a mentor are surveyed with special attention to utilization in business circles and in educational environments. The author proposes four likely components of a mentoring relationship. A change in the one mentored is the desired outcome of such a relationship. In women this change, or transformation, has more to do with finding one's true self than in achieving a new identity. Input from a psychoanalytic perspective offers another way to look at the process of transformation in mentoring. The author identifies ways she has experienced or observed mentoring in the church and imagines how it might look if used as an educational strategy.  相似文献   

4.
Inclusive education provides learning opportunities for children with disabilities in regular settings with other children. Despite the prevalence of inclusive education, few qualitative studies have adequately explored young children’s perspectives on inclusion. This paper reviews the findings of a preliminary qualitative study where play-based interviews were conducted with 12 typically developing children enrolled in one of two childcare lab schools. Study methods provided an opportunity to assess play-based interview techniques where young children were asked to describe their views on inclusive education. The findings demonstrate that play-based methods allow young children of various ages to identify complex issues related to inclusion. The authors call for additional research that examines research methods in early childhood settings on multi-faceted issues regarding educational policies and practices as a way to attenuate young children’s lack of participation in curriculum development.  相似文献   

5.
Educating students with special needs in inclusive settings has become a priority for westernized governments as they strive to create more inclusive societies. While recognizing the societal benefits of inclusion, teachers and parents question whether or not implementation of full inclusion will come at the expense of learners’ individual needs. This is particularly true for students with cognitive disabilities moving into the content-rich, peer-dominated environment of secondary school. It will be maintained within this article that there remains a need for segregated classrooms where students with mild cognitive disabilities can receive the specialized programming and supports that they require in a low-stress environment. Furthermore, educators should continue to prioritize the learning needs of all students with disabilities when contemplating full inclusion. Modeling an inclusive society should not mean inclusion at all costs, but considering what’s best for each student and recognizing that one size does not fit all.  相似文献   

6.
This study observed the extent to which teachers supported the inclusion of children with disabilities into mainstream classrooms and involved monitoring 52 mainstream preschool settings in Greece. The association between programme quality, context and teacher characteristics was also tested. Findings showed that the quality of inclusion ranged from ‘low’ to ‘minimal’, with teachers more frequently implementing practices that only partially promoted participation for children with disabilities in academic and social classroom activities. The analysis also revealed that the quality of programming was not influenced by the model of special education provision, the group size, the number of children with disabilities, the training teachers had in special education or their teaching experience. The results are discussed both at a national and international level, revealing areas that need further examination into preschool inclusion quality.  相似文献   

7.
This study sets out to examine and understand the meaning of social inclusion for people with disabilities, as constructed by people with disabilities themselves. Focus group interviews with 34 people who have physical impairments, cerebral palsy, or hearing or visual impairments were conducted for the study. Using the data obtained from these interviews, the interviewees’ various definitions and perceptions of social inclusion were analysed and four meaning categories for social inclusion were identified: excluded/segregated, present, participating, and actively participating. The findings of this research can be used as foundational material in the development of disability policies and the improvement of social services to better enable full social participation and social inclusion for people with disabilities.  相似文献   

8.
Abstract

Historically, in Germany individuals with special needs have been offered participation in physical education (PE) both in segregated and increasingly in integrated settings. Specific curricula for children with disabilities (physical disabilities, hearing, and visual impairments, speech and behaviour disorders as well as intellectual disabilities) were developed in the 1960s and 1970s. They all emphasized the specific importance of physical activities for people with a disability focusing not only on motor competencies but also on the psychological and social benefits of physical education. During the 1970s so‐called model schools started to include children with disabilities in mainstream schools. Unlike developments in the United States, for example, where integrated or mainstream schooling was based on legal requirements, in Germany improved integration or inclusion was not based on federal law, but on parents’ or teachers’ initiatives in different Bundesländer (states of Germany). Parallel to these developments, new approaches to PE have accentuated a positive orientation towards ‘ability’ rather than ‘disability’. Professionals in PE in universities and in schools have been challenged to develop better diagnostic skills and more individualized programmes. On the initiative of nine European universities, a European Master's degree of Adapted Physical Activity has been developed to offer advanced training on a European scale. However, despite these positive and innovative developments serious concerns remain concerning the situation of children with disabilities in the school system. This article argues that there is still a significant lack of specially trained professionals and support staff and that the ongoing process of reducing the amount of PE in schools for all children, including those with a disability, does not contribute to improved physical and social skills or increased participation in recreational and sport activities outside schools.  相似文献   

9.
Under Singapore’s inclusive education policy, children with mild physical disabilities are integrated into mainstream schools. There is currently no known published research yet in Singapore on the outcomes of inclusion for children with physical disabilities. Internationally, recent research had compared the school experience of children with physical disabilities to that of their typically developing peers. This study examined the social and academic impact of educational inclusion for children with physical disabilities. It investigated how their participation in school activities, academic performance, self-esteem, peer relationships, and social/emotional development compared to that of typically developing schoolmates. A total of 60 clients (n = 30 with physical disability; n = 30 typically developing students; age range = 8 to 16 years) in a local primary and secondary regular school participated in the study. The children with physical disabilities met academic expectations in school and had comparable levels of self-esteem, but experienced peer problems and participated less in school activities. Understanding children’s overall school experience is critical to becoming an inclusive society that enables children with a range of disabilities to benefit academically and socially. Implications for practice and future research were discussed.  相似文献   

10.
This investigation contributes to understanding how teachers reflect on the other with a disability and on their own practices. Literature suggests that inclusion takes place when barriers are removed, allowing participation. However, scholars agree that teachers still struggle with pedagogical practices in inclusive classrooms. Hansen (Hansen, J. H. 2012. “Limits to Inclusion.” International Journal of Inclusive Education 16 (1): 89–98) contends that teachers establish limits to inclusion in order to manage the level of diversity, arguing that the limits depend on the teacher’s understanding of disability. This article examines German secondary school teachers, who reflect on inclusive pedagogical practices and their relationship to learners with disabilities. The analysis shows that most teachers add levels of complexity when constructing the disability’s identity. Teachers struggled with the notion of limitation associated with disability and with the discovery of the other, with new learning skills and abilities. Interactions with learners with a disability open new venues to practice inclusion and encourage participation, but this requires a change in practices; yet, not all teachers feel prepared to do that. Teachers offered various rationales on why they applied limits to inclusion; those rationales are rooted in how they interpret disability and their own roles as teachers.  相似文献   

11.
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   

12.
When it comes to pupils in need of special support and pupils with disabilities, Sweden’s compulsory school system is sometimes considered a one‐track system. This article analyses and critically discusses current policy and practices at various levels of Sweden’s compulsory school system for these pupils. The analysis traces three themes at the national and municipal levels: (1) values and goals; (2) organisation and placement of pupils; and (3) importance of categories in obtaining support. A rather complex picture emerges from this analysis. Several conclusions are made: (1) state policies leave a lot of room for interpretation at the municipal and school levels, and this results in an extensive variation; (2) Swedish state policy is not as inclusive as is often stated; (3) celebration of difference seems to be hard to achieve; (4) learning goals can be a double‐edged sword with regard to inclusion; and (5) most pupils appear to enjoy participation in school, and in an international perspective, Swedish classrooms seem to be largely democratic.  相似文献   

13.
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   

14.
The issue of where to teach children with special educational needs (SEN) and disabilities has been a great concern as countries respond to the United Nations Educational, Scientific and Cultural Organization (UNESCO) Salamanca Statement on inclusion of 1994. In this study, the responses of 500 trained and untrained mainstream primary school teachers selected from three of the ten regions of Ghana were analysed to investigate their attitudes to including children with SEN and disabilities in mainstream schools in Ghana. These attitudes were examined alongside teachers’ characteristics such as gender, age, length and level of teaching experience, and knowledge of SEN, and also the type, nature and degree of children’s SEN. The results showed that teachers in Ghana were positive towards the inclusion of children with SEN and disabilities with a few reservations which are elaborated. On the basis of the findings, conclusions were drawn that the inclusion agenda should be subject to national and local interpretation, aimed at ensuring that policies and regulations on SEN are fashioned to meet local situations and standards.  相似文献   

15.
In this article, we present data concerning the inclusion of students with disabilities in higher education (HE) at a Portuguese university. This research is part of a wider project designed to understand the trajectories and experiences of students with disabilities at the University of Algarve. This exploratory study raises questions about inclusion and discusses this concept based on the perspectives of academic and non-academic staff. A qualitative approach was used to provide an informative exploration of attitudes towards inclusive education and recommendations for promoting best practices therein. Data were collected using semi-structured interviews. We found positive perceptions of university staff members about the inclusion of the students with disabilities. However, more effort is needed to provide these students with opportunities to continue their academic career in HE and to promote inclusion, personal development and participation in social and economic life. Although inclusive education is on political and educational agendas, the perception of disabilities as deficits prevails. The findings of this study, therefore, reveal that changes must be implemented to effectively adopt the social and educational model of disability.  相似文献   

16.
The goal of the study was to investigate the outcomes of an intervention programme regarding social interaction of four pupils with intellectual disabilities with their typically developing peers. The programme aimed at enhancing social inclusion of pupils with intellectual disabilities and consisted in (1) the implementation of structured activities designed to promote emotion regulation and appropriate expression, self‐confidence and cooperation, and (2) participation of the target pupils in social activities in the neighbourhood, with the active involvement of school staff members. Data were collected by means of observations, teachers’ reflective journals and semi‐structured interviews with the school staff members and the pupils themselves. Findings revealed significant increases in target pupils’ social interactions with their peers inside and outside the school setting, as well as positive changes in general education pupils’ attitudes, both during and upon the completion of the programme. Factors which contributed to the above‐mentioned changes are discussed in relation to the implications of the study.  相似文献   

17.
The number of parents undertaking an intensive home training programme of children with disabilities (e.g. Applied Behavioural Analysis) has increased. It reveals a paradox in current disability research and policies. On the one hand, policies in general are aimed at inclusion through movement of social barriers for participation, grounded in the social model of disability. On the other hand, intensive home training is based on the aim of rehabilitation through intensive training of individual cognitive and social skills, an approach grounded in a bio-medical model. Intensive home training programmes are supported by political legislation that enables parents to partake the training and hire the necessary helpers. How is this paradox viewed from the perspective of the parents? From the departure of the dialectical model of disability – and its central concepts of developmental incongruence, developmental time and social agency – two mothers practising home training with their children with autism disorder were interviewed about their motives for home training and subsequent experience with their child. Results showed that the motive to home training was to create a local congruence that allowed the child to thrive. Intensive home training also restored the mothers’ sense of agency vis-à-vis their child’s development. However, home training might not abolish the need for adaptations of the child’s social practices outside the family. It is discussed how societal support to home training risks to hinder higher order reorganisation of developmental opportunities that are necessary to actualise policy statements of inclusion.  相似文献   

18.
In Australia, anti-discrimination legislation and government policies have been introduced which aim to facilitate the inclusion of people with disabilities in employment and education. However in the area of nursing, attitudinal barriers persist that effectively hinder the full participation of people with disabilities in nurse education programs. These attitudinal barriers prevail despite such legislative and policy changes, and run counter to changing community views about disability. Normative assumptions about the ideal attributes of nurses appear to influence these attitudes, especially in the area of admission of students with disabilities to nurse education programs per se, and to their participation in the practicum component of nurse education programs. This paper reports on research conducted in Victoria, Australia, by nurse academics and equity practitioners at three Victorian universities, into the barriers facing such students. The research examined the views of undergraduate student nurses, their lecturers and their clinical educators, nurse clinicians, and university disability practitioners about the participation of people with disabilities in nurse education programs. The research also sought to document their responses to a framework, developed through the research that aims to facilitate the inclusion of students with disabilities in undergraduate nursing programs. It did this against a pluralistic and technological milieu that in the researchers' view requires a more diverse mix within the nursing profession.  相似文献   

19.
This paper examines the role of augmentative and alternative communication (AAC) in fostering the successful inclusion of students with the most severe disabilities in general education. Best practices in AAC are identified and multiple examples of their implementation are presented. Particular emphasis is placed on the need to integrate AAC into daily school life as a means of fostering all students’ access to and participation in the general education curriculum. A primary premise is that inclusion must be more than just a place; it must constitute a context in which meaningful learning occurs. It is demonstrated that when administered appropriately, interventions involving uses of AAC can foster students’ access to the general education curriculum and acquisition of skills tailored to their individual and diverse needs.  相似文献   

20.
Similarities and differences were examined in the out‐of‐school recreation and leisure activity participation of 422 children with physical disabilities and 354 children without disabilities. The roles of age (six to eight years, nine to 11 years, and 12–14 years), gender, and disability status were examined with respect to the diversity, intensity, location, companionship, and enjoyment of participation in five types of activities, controlling for family income. The findings indicate that dimensions and types of activity participation are differentially influenced by age, gender, and disability. Age cohort comparisons indicated that children without disabilities experienced a widening social world characterised by more intense social participation, greater participation with non‐family members, and stable levels of enjoyment across the age groups. In contrast, children with disabilities in the various age groups were similar in their intensity of social participation and the nature of their companionship, with 12–14 year olds reporting less enjoyment of social activities than those aged six to eight years or nine to 11 years. The findings support the utility of a developmental and contextual perspective in understanding children’s patterns of participation. The information can be used by service providers and managers interested in creating centre‐based or community‐based recreational opportunities, and in providing information to parents about how to encourage children’s recreation and leisure participation.  相似文献   

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