共查询到20条相似文献，搜索用时 484 毫秒
1.
Newly inducted special education teachers must be well-prepared to address changes in today's schools, including increased student diversity, implementation of tiered systems of support, and the need for increased collaboration with general education teachers and specialists. The purpose of this qualitative study was to develop and implement a data-based continual improvement approach to identify the strengths of our special education Master's program and address changes needed to ensure that graduates are ready to engage with the demands of their chosen profession. Using data gathered from 24 recent graduates and 20 field mentors, we describe our model and what we have done with our results over two years. An important finding is that our students greatly value the relationships they form during the program and the relationships the faculty model, and participants attribute our graduates' skills in collaboration to our program's modeling of collaborative processes and positive relationships. Implications for effective approaches to continuous improvement of special education teacher preparation programs are discussed. 相似文献
2.
Cam Cobb 《International Journal of Inclusive Education》2016,20(1):52-66
An often-used idiom states: you can't lose what you never had. Yet contrary to this expression, it is possible to lose what you never had – at least when special education support is concerned. In Ontario, as in other jurisdictions, special education exists as a codified system. An ever-changing nexus of discourses and documents – including normalisation, legislation, regulations, and memoranda – set out how special education is to function in the province. The documents themselves articulate how learners' needs are to be formally identified, as well as how students are to be supported. Within this network a phenomenon of non-identification has arisen whereby some students do not get identified and yet would have qualified for special education support had they gone through the process. Yet what leads to this phenomenon? To what does the phenomenon itself lead? Should Ontario's special education system be readjusted to address the phenomenon of non-identification, or is identification itself an inherently flawed practice? To explore these three questions, this paper will analyse Ontario's identification policy, examining what it allows, what it dictates, as well as the challenges it creates. 相似文献
3.
Martha J. Buell Rena Hallam Michael Gamel-Mccormick Scott Scheer 《International Journal of Disability, Development & Education》1999,46(2):143-156
To improve educational services to students with disabilities, the United States government has mandated that each state develop a Comprehensive System of Personnel Development. The following article highlights the results of a state-wide needs assessment conducted by one state's Department of Education in order to tailor their system of personnel development. Four percent of the state's general educators, and 6% of the state's special education teachers completed the surveys for a total of 289 surveys. Perceptions of ability to positively affect students, understanding of inclusion, self-efficacy in serving students in inclusive settings, the need for inservice training in various areas, and the availability of supports to promote inclusion were examined for both special and general education teachers. In every area assessed, special education teachers rated their efficacy, ability, understanding, and resources higher than general education teachers. These results are discussed in terms of meeting professional development needs for both groups of teachers. 相似文献
4.
《教育心理学家》2013,48(2):77-81
Lev Vygotsky's contribution to defectology became a significant part of his overall theoretical legacy. Within his general theory of child development, he created a comprehensive and practically oriented paradigm of educating children with special needs. This article discusses the following topics' relevance to contemporary special education and school/educational psychology: Vygotsky's views on the nature of handicapping conditions in children, the principles of psychoeducational evaluation of the disabled, and the issue of the compensation and education of children with sensory and cognitive impairments. 相似文献
5.
Taina Huurre Päivi Santalahti Olli Kiviruusu Tytti Solantaus 《Scandinavian Journal of Educational Research》2013,57(6):656-673
The study investigated whether cuts to school resources made during economic recession contribute to children's psychiatric and economic problems in early adulthood. The cohort consisted of 817 Finnish children. Data was gathered from teachers during a recession (child age 12) and from national registers on children's post-recession use of psychiatric and income benefit services (age 18–28). Children's need for remedial instruction, special education, or psychosocial services was associated with later use of income support and psychiatric services. Those receiving special education had an increased risk for adulthood use of psychiatric services as compared to those who needed, but did not receive, this service. A decrease in material resources and teachers' loss of motivation predicted children's later use of psychiatric services. 相似文献
6.
Parents currently have the unilateral ability to reject special education services. Yet, it is unclear how schools should support students with special education needs in this situation as schools may not challenge a parent's choice to revoke special education assessment consent or the provision of services. Guidelines for school professionals to address this quandary currently do not exist, thus this paper will draw on legal mandates, court precedents, and ethical analysis to provide recommendations for appropriate responses to these situations. In particular, what the related laws dictate, how to support students in the general education classroom, and how to deal with behavior and disciplinary infractions are discussed with attention to the National Association of School Psychologist's ethics for school psychologists. 相似文献
7.
Florian Kiuppis 《International Journal of Inclusive Education》2013,17(7):746-761
This article reflects on changes in the disability-related educational approach of United Nations Educational, Scientific and Cultural Organization (UNESCO), specifically investigating the context UNESCO's Special Needs Education unit was embedded in while following up the ‘World Conference on Special Needs Education’ that was held in Salamanca 20 years ago. The paper starts with the observations that first education for all and inclusive education are currently as education themes of UNESCO quite similar in terms of their scope and rationale. Second, although debates on inclusive education have been fuelled in context with the UN-‘Convention on the Rights of Persons with Disabilities’, disability plays a less important role in UNESCO's programme spectrum, compared to some decades ago. Drawing from a study on institutions and knowledge analysing shifts in meanings of inclusive education, the recent tautology of themes is interpreted in connection with changes of UNESCO's approach to special needs education after 1994 and as consequence of shifts occurring back then in perceptions about the goals of UNESCO programmes. Borrowing from Organisation Studies, the article highlights conceptual changes in UNESCO's programmes, from traditional special (needs) education to inclusive education. Data used have been collected in the archives of the UNESCO headquarters in Paris. Method of the interpretive inquiry is in-depth content analysis. 相似文献
8.
ABSTRACT An important aspect of integrating special needs pupils in mainstream education is social integration. Parents of Down's syndrome children and their teachers in regular education regard contact with peers as of utmost importance for these children's development. Until recently, there was little research in The Netherlands on social contact between mainstream Down's syndrome children and their classmates. The study addresses the number and type of contacts in the regular classroom and the position occupied by the pupils involved within their peer group in regular education. 相似文献
9.
To examine the current status of early childhood inclusive education in New Zealand, this article highlights the country's overall structure of inclusive education and other services for individuals with special needs. The unique features of early childhood special education services are also highlighted. Challenges to enhance the quality of education and services for young children with special needs, as well as future possibilities in New Zealand, are also discussed. 相似文献
10.
IAN C. COPELAND 《Educational studies》1999,25(1):99-111
An exploration of the governmental policy, prison works, and its attendant recidivism provides the general opening. The 1944 Education Act is then taken as furnishing the medical model of personal handicap and deficiency which informed special education at an early stage. The Warnock Report's attempt to shift considerations to educational grounds is examined with a particular focus upon the ensuing definition of special needs and its legacy in legislation following the 1981 Act to the present. Foucault's concept of normalisation is the basis for analysis of the normative elements in the main features of the national curriculum and testing. This latter together with aspects of the 1988 Education Reform Act are examined with regard to their impact upon special educational needs. The conclusions are that 'education works' and the rediscovery of the medical model of personal deficiency. 相似文献
11.
Dake Zhang Denise K. Whitford Hsien‐Yuan Hsu Yan Wang 《Journal of Research in Special Educational Needs》2020,20(3):265-276
This study examined the roles of hard variables and soft variables in determining college teachers' intentions to pursue a special education career and education majors' actual decisions to major in special education. This study surveyed 243 college students taking special education courses at a state university, including 213 education majors. The survey questions included four blocks of variables, pertaining to demographics, training and work experience, soft variables (i.e., personal connections to people with disabilities, personal value and commitment and perceived social support) and hard variables (i.e., estimated salary, workload, professional development opportunities and job security). Results suggest that (1) after controlling for other variables, hard factors such as salary did not add significant contributions to college students' intention or education majors' actual action to pursue a special education career; (2) soft variables, such as value, commitment to special education and perceived social support, significantly predicted college students' intention to pursue a special education career, but did not significantly influence education majors' actual decision to choose a special education program, and (3) workloads significantly affect education majors' decisions making decisions of enrolling in a special education program. Implications are discussed about the importance of enhancing soft‐variable aspects of working conditions for special education recruitment and retention. 相似文献
12.
Cam Cobb 《British Journal of Special Education》2014,41(3):289-308
Drawing from a critical qualitative inquiry, this case study tells the story of Hana, a Korean‐Canadian mother, and identifies barriers that can be encountered in seeking to interact with school professionals in the special education milieu. The case study presents a conceptual model, called the three‐legged stool of parental inclusion, which is designed to enhance the way in which parental inclusion is understood and fostered in special education. It is suggested that Hana needed to utilise this model, of knowledge awareness, gathering, and use, in order to take part in her daughter's education in a more meaningful way. This article, by Cam Cobb of the University of Windsor, Canada, adds to the international literature related to cultural and linguistic diversity by sharing a Canadian parent's experience of special education decision‐making from this perspective. 相似文献
13.
This article discusses historical and contemporary influences on changes in special education assessment, with emphasis on three persistent themes: accurate classification, fairness to minority students, and special education outcomes. Dunn's contributions to each of the themes are discussed, along with other influences such as legislation and litigation. Current dynamics leading to significant changes in special education assessment are discussed, particularly in the disability category of specific learning disabilities. 相似文献
14.
Three-term contingency trials (TCTs) involve planned/naturally occurring antecedents, child's demonstration of target behaviors, and planned/naturally occurring consequences. Positive relationships between teachers' frequent use of TCTs and children's learning were noted in literature. This study aimed to investigate impact of an intervention package including training and coaching with performance feedback on experienced and novice special education preservice teachers' use of TCTs and relationship between teachers' implementation and child outcomes through two single-case experiments using multiple baseline across participants design. Three special education preservice teachers and three children with disabilities participated in each study. Results indicated intervention package was effective in increasing preservice teachers' use of TCTs. Preservice teachers generalized their use and sustained it during maintenance sessions conducted after intervention ended. Furthermore, as frequency and accuracy of preservice teachers' implementation increased, percentage of children's correct responses in relation to target skills improved. Implications for future practice and research are discussed. 相似文献
15.
Christopher M. Davidson 《History of education》2013,42(5):633-643
This article charts the development of education in the lower Arabian Gulf from its traditional beginnings in the nineteenth century to the provision of more formal schooling and eventually a ministry of education following Britain's withdrawal from the region in 1971. In order to provide a better understanding of the complexities and relative advances and setbacks to this development, special emphasis is placed on the social, economic and political context of education's trajectory; including the lower Gulf's dependent relations with its Imperial protector and its reliance on foreign educational aid from Kuwait. 相似文献
16.
采用定性与定量结合的方法，对改革开放以来我国高校心理健康教育政策的发展脉络与特征进行分析。我国高校心理健康教育政策经历了萌芽期、探索期、推进期和深化期，现已成为国家顶层设计中的重要组成部分，且展现出一种由心理健康教育走向心理健康服务的“大心理健康教育观”。定量分析结果显示：“心理健康”“心理健康教育”等关键词频次随时间变化而增加，且在不同时期存在显著差异，表明心理健康教育愈发受到重视；政策类型逐渐多样，卫生/健康类政策和心理健康教育专项政策有效提高了心理健康教育的社会关注度。未来政策制度应从六大体系入手，推动建立健全具有中国特色的心理健康教育体制。 相似文献
17.
Jeffrey Salmon 《The Journal of environmental education》2013,44(4):4-10
Abstract The Independent Commission on Environmental Education, a panel of scientists, economists, and educators, reviewed some 100 K-12 environmental education teaching materials used in America's classrooms. Its report has received considerable attention. This essay discusses the commission's formation, goals, findings, and recommendations, with special emphasis on areas within the report that have been a source of discussion within the environmental education field. 相似文献
18.
Jean B. Crockett 《Exceptionality》2013,21(3):139-142
Effective leadership and administrative support for special education are critical issues in today's schools. The field of special education administration is gaining attention in the literature as professionals seek ways to foster accountability and drive change in ways that support the success of students with disabilities and their teachers. The purpose of this special issue of Exceptionality is to address current issues in special education administration and to explore promising directions. This introductory article provides a conceptual overview of the collaborative nature of special education administration, including issues of instructional, ethical, and teacher leadership. This article is intended to serve as a foundation for the succeeding articles within this special issue addressing key concerns within the field. 相似文献
19.
This study investigated how parents' views on important aspects of integration correlate with parents' actual experiences concerning the integration into mainstream education of their child with special education needs. It was assumed that the degree of discrepancy between perceived importance and corresponding actual experience contributes to the overall perceived success of integration. The data for the study were collected in 2006 from parents (N?=?219) whose special needs children were integrated into mainstream education in Helsinki, Finland. Quantitatively analysed findings were reflected against background variables. Results showed that the importance of the given statements were affected by the child's gender and school level. The parents' actual experiences were affected by two factors. The first showed that teachers at the primary level were evaluated as being more skilful than teachers at the secondary level, and at the secondary level, teaching was more individualised than at the primary level. Second, a child's self-worth was shown to be higher when integrated into the neighbourhood school. Parents' views on the success of integration were related to their actual experiences, especially in those statements rated as important. Possible explanations for these findings and practical implications are discussed. 相似文献
20.
Yunying Chen 《Cambridge Journal of Education》1996,26(1):47-58
This paper presents a review of recent developments in special education in China. A major change was made by redefining special education as an integral part of compulsory education and by making the education system more inclusive. Government intervention, through legislation and regulation, as well as other effective approaches, was adopted to improve educational services. The results were evident both in the implementation of classroom integration and in the increase in numbers of children enrolled in schools. China's experience may have some value to other less developed countries who seek alternatives to provide better educational services for children with disabilities. 相似文献