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1.
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
2.
Talia Thompson Nicole Stinnett Nicole Tartaglia Shanlee Davis Jennifer Janusz 《Journal of Research in Special Educational Needs》2022,22(2):175-187
Students with sex chromosome aneuploidies (SCAs) are at increased risk for learning disabilities and often require individualized supports in the school setting. Parents of students with rare disorders such as SCAs possess a unique understanding of their child’s educational experiences and play a crucial role in the development of successful school support plans. This international survey study aimed to inductively capture parent perspectives on educational needs and supports for students with SCAs. Parents of youth with SCAs ages 5-21 years (n = 305) provided free-text responses to open-ended questions about their child’s education. Qualitative content analysis using a bioecological systems framework resulted in three overarching themes. Overall, parents identified multiple factors related to the SCA diagnosis that act as barriers to learning, a strong need for school-based social and emotional supports, and elusive or incomplete educational support plans. Based on these findings, we recommend developing robust family-school partnerships, increased collaboration between the school and the child’s medical team, and acknowledgement of the significant role the genetic condition plays in the educational experiences of students with SCAs. Specific suggestions for school support plans for students with SCAs are explored, such as providing school-based behavioral health supports and explicit teaching of executive function strategies. 相似文献
3.
Ellie Fossey Lisa Chaffey Annie Venville Priscilla Ennals Jacinta Douglas Christine Bigby 《International Journal of Inclusive Education》2017,21(8):822-832
Access to education is a right for all students. This right is typically realised through the provision of disability support and reasonable adjustments to enable tertiary students with disabilities to participate on an equal footing with their peers. This paper presents perspectives of disability service staff and students about implementing and using reasonable adjustments. Data were collected at 2 tertiary institutions in Australia through interviews with 25 students with disabilities and 7 disability service staff. Data were thematically analysed. The complexity of and variability in the processes of negotiating and implementing disability support were identified as an overarching theme in the data. These processes involved engaging multiple parties. The task of negotiating reasonable adjustments is used to illustrate some of the complexities inherent in supporting students with disabilities. These findings challenge existing assumptions that support is easily accessible and simply provided. They highlight the complexity of using reasonable adjustments, and the tendency for this to be seen as a student responsibility. Finally, the findings imply that disability services need to reorient from a focus on care and concern towards a rights orientation and foster students’ skills in self-advocacy to better enable them to negotiate without disadvantage. 相似文献
4.
《Australian Journal of Learning Difficulties》2013,18(1):23-31
Abstract Although students with learning disabilities (LD) are increasing in Australian universities (Smith, Carroll, & Elkins, 1999), limited data is available about this group and the services available to them. This paper reports the results of a 1996 survey of university outreach, transition and orientation programs to attract potential students with LD and assist them in adjusting to higher education study. The availability of generic and specialist support services and accommodations was also investigated. Universities promote awareness of disability support services widely in outreach to prospective students and at application and/or enrolment, although students with LD are seldom specifically targeted. Formal programs to assist students from equity groups or students with disabilities to consider tertiary study are most frequently directed at high school students; only one quarter of the universities had outreach programs which might include adults with LD. Most universities offer a comprehensive range of support to students with LD through both generic and disability services. Approaches to the documentation of diagnostic assessment and the establishment of need for accommodation are however variable, and raise issues of equity which are of concern to disability support staff. 相似文献
5.
AbstractInternationally there are increasing numbers of young people on the ASD spectrum attending higher education. Early transition planning is essential and students with ASD often require support to articulate their post-school educational goals and actively participate in transition planning meetings. Services within higher education are primarily designed to provide academic supports however, non-academic supports may be an even more crucial factor in enabling successful transitions for young people on the ASD spectrum who often experience heightened anxiety within an unfamiliar environment. Within this paper, the results of a small-scale exploratory study of the transition experiences of six young people on the ASD spectrum to post-secondary education will be shared. There was limited evidence that transition planning had been initiated as a formal process for the six students. Accessing support in higher education proved to be a complex process for some students who required sustained input from parents to ensure that they would utilise the supports available. Encouraging the development of self-determination skills, a key predictor of success in higher education, needs to begin in secondary school. It is anticipated insights from this study can contribute to the development of an embedded infrastructure to support effective transitions for students with ASD to post-secondary education. 相似文献
6.
How does the University sector identify and support the diverse needs of Indian students? This paper reports on a research project carried out on undergraduate students from India enrolled at a Melbourne‐based University. The focus is the need to understand why Indian students choose an overseas destination for tertiary study. The intent is to explore how the curriculum that they have experienced in their country prepares them for study in another. We examine the expectations of students in relation to studying overseas. The suggestion underlying this paper is that if academic and support staff in tertiary education understand international students in cultural cohorts, then it is more likely that their transition to tertiary education will be easier. We envisage that this may also lead to a greater retention rate for universities. 相似文献
7.
Jennifer York‐Barr Jennifer Sommerness Karen Duke Gail Ghere 《International Journal of Inclusive Education》2013,17(2):193-215
Special education teachers are finding themselves in increasingly complex and demanding contexts of practice. Many are considering leaving the field or have already done so. These conditions suggest a decline in the appeal of professional practice as a special education teacher, with potentially deleterious short‐ and long‐term effects on the lives of students with disabilities. Special education teachers identified as highly effective in serving students with low incidence disabilities in inclusive education settings were convened to understand better their realities of practice in inclusive education settings and to identify supports for such practice. Findings support and expand those presented in Bright Futures for Exceptional Learners () a report published by the US Council for Exceptional Children. In addition to corroborating the complexity of practice, the special educators articulated a sophisticated understanding of how their schools and districts function organizationally and politically. This understanding resulted in access to and utilization of a wide array of resources for students. It is posited that the work of special educators in inclusive education settings is appropriately viewed as teacher leadership. Recommendations are offered for engaging local conversations that result in support for special educators in their central role as leaders of inclusive education. 相似文献
8.
H. Rashed Shaker 《Open Learning》2013,28(1):57-70
In Bahrain, 36 international universities from 10 different countries provide distance education services through 21 local agencies to more than 800 students. Results from a survey suggest that the majority of the distance education students are working, married, of middle income class, and studying for a Bachelor's degree. The students find the distance education option attractive because: (1) there are a limited number of places in the conventional Bahrainian universities and on particular courses, and limited scholarships and financial support available for conventional students; (2) the distance system is more open and flexible in respect of their regulatory requirements; and (3) the students find it caters better for those with poor secondary school scores, low income, family and job responsibilities. 相似文献
9.
徐芃 《湘潭师范学院学报(社会科学版)》2004,26(3):110-112
高等教育的学习者存不存在学习困难?美国、加拿大等国家大学学习困难办公室的设置对这个问题作了肯定的回答.中国高等教育的学习者也有可能面临着学习困难的出现,对可能出现的学习困难进行主动干预,这也是对高等教育质量的保护. 相似文献
10.
Judy Sheard Jason Ceddia John Hurst Juhani Tuovinen 《Education and Information Technologies》2003,8(3):245-266
Web-based learning environments are now used extensively as integral components of course delivery in tertiary education. To provide an effective learning environment, it is important that educators understand how these environments are used by their students. In conventional teaching environments educators are able to obtain feedback on student learning experiences in face-to-face interactions with their students, enabling continual evaluation of their teaching programs. However, when students work in electronic environments, this informal monitoring is not possible; educators must look for other ways to attain this information. Capturing and recording student interactions with a website provides a rich source of information from data that is gathered unobtrusively. The aim of this study was firstly to explore what information can be gained from analysing student interactions with Web-based learning environments and secondly to determine the value of this process in providing information about student learning behaviours and learning outcomes. This study has provided critical information to educators about the learning behaviour of their students, informing future enhancements and developments to a courseware website and the teaching program it supports. 相似文献
11.
This paper discusses a student-centred learning and teaching approach, ‘Marketing Downloads’, designed to support students in transition into Higher Education. The move from secondary to tertiary education can be stressful for students and it impacts on their academic performance, their social life and general sense of well-being. Marketing Downloads was designed with transition in mind and involves students initiating their own research to demonstrate the link between theory and real-world business practice, presenting their work and instigating a debate. Evaluation of data from five focus groups suggests that the social nature, the secure environment, the student-centred aspect and the links with the outside world help students understand the difference between secondary and tertiary education and ultimately contribute to a smooth transition. Recommendations for learning and teaching initiatives focus on these four aspects: a safe classroom environment, social networks, student-centred exercises and creating links to the outside world. 相似文献
12.
Guanglun Michael Mu 《International Journal of Disability, Development & Education》2015,62(6):551-555
China has a massive population of children with disabilities. To address the special needs of these children, special/inclusive education in China has developed dramatically since the early 1980s onwards. This Special Issue puts together seven empirical studies emerging from the Chinese societies. These studies analyse inclusive discourses embedded in the education policy documents; scrutinise professional competence of inclusive education teachers; evaluate inclusive education practices in physical education, mathematics education, and job-related social skills education provided to students with disabilities; debate the required in-class support for inclusive education teachers; and discuss the social attitudes towards people with disabilities. The foci, methods and theories vary across the seven studies, while their aims converge. These studies are seeking best possible approaches and best available resources that facilitate inclusion. Knowledge built and lessons learned from these studies will provide implications for future inclusive education practices in China and beyond. 相似文献
13.
学习障碍在特殊学生中十分常见,目前虽无治愈方法,却可通过辅助技术在教学中的运用降低其影响。具有辅助技术功能的教育APP为学习障碍学生提供了多样化的参与、表征和表达方式,这正好与通用学习设计的理念相契合,有助于他们在融合班级中获得平等的受教育机会。这些学习障碍相关APP可划分为文字转语音、语音识别、单词预测、文字处理、计划与组织、数学运算等6种类型。一方面,作为能力补偿工具和学习支持工具,学习障碍相关APP能够在阅读、写作和数学学习中为学习障碍学生提供多元化、可参与的学习环境;另一方面,作为一种新型的教学工具,学习障碍相关APP也可能给学习障碍学生带来诸如注意力分散、学习情绪消极等负面影响。因此,其作用机制和在教学中的有效性仍有待明确。未来我国在学习障碍相关APP的研究与实践方面还需做到:推进通用学习设计理念在学习障碍学生教育中的应用与实践,为其学习提供适宜的环境和支持;完善特殊教育辅助技术相关法律和政策,确保各类特殊学生能够获得更专业的支持;加强学习障碍相关APP的开发与研究,使其能够更有效地应用于现实教学情景;建立教育APP的评价体系和支持系统,提升学习障碍相关APP的应用效果。 相似文献
14.
Ann-Marie Orlando Elizabeth Klinepeter Megan Foster 《International Journal of Inclusive Education》2016,20(12):1239-1251
Current U.S. legislation calls for students with disabilities to be involved and make progress in general education curriculum. Despite the legislation, students with extensive support needs continue to be segregated from their peers and post-school outcomes remain dismal for this population of students. The purpose of this retrospective study was to explore the perceptions of two students with extensive support needs and their caregivers regarding factors that contributed to their involvement and progress in the general education curriculum and eventual enrolment in four-year, post-secondary institutions in the United States. Findings related to the role of participants’ perceptions of self, participants’ engagement in advocacy roles and activities, and specific human and material supports that both facilitated and acted as barriers to education in the general curriculum emerged as recurrent themes. Limitations of the study and suggestions for future research and practice are presented. 相似文献
15.
This article presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project being developed by a multidisciplinary team employing a non-usual research methodology in higher education (HE) research and students with disabilities: biographical-narrative methodology. The general aim is to analyse – by listening to the students themselves – barriers and support identified as affecting access, academic performance and overall perception of the HE experience. The present paper analyses lecturer-centred data to focus specifically on one of the objectives of our research project: the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this article explores the barriers and support differentiating between five fields of knowledge: health sciences, experimental sciences, social sciences (law and education), engineering and technology and humanities. Findings are organized in four topic areas: lecturer attitudes, practices in the classroom, curricular adaptations and faculty training. Key findings are discussed in the conclusions section, together with a discussion of contributions made by earlier studies. 相似文献
16.
Kerry Shephard Samuel Mann Nell Smith Lynley Deaker 《Environmental Education Research》2009,15(5):571-587
How much do teachers in tertiary education know about the sustainability characteristics of their incoming students and, if this knowledge were to be available, how could their educational approaches be influenced by this knowledge? In New Zealand, Otago Polytechnic has committed itself to the goal that every graduate may think and act as a sustainable practitioner, and staff are changing their approach to teaching to achieve this. This research sought to benchmark the environmental worldview attributes of an incoming cohort of Otago Polytechnic students to support academic staff who need to know more about the sustainability interests and characteristics of their students, so that they may provide appropriate educational programmes. The research was also designed as the first stage of longer‐term research to evaluate the impact of these institutional changes on how students transform during the period of their tertiary education experience. The data and analysis presented here suggest that even before students start to study in the institution different groups have substantially different sustainability values‐sets. The authors anticipate that the research instruments and approaches used in the present study will contribute to a substantial national exploration of the sustainability value‐sets of tertiary students. 相似文献
17.
《Learning disabilities research & practice》2017,32(4):246-256
Two relatively common disabilities reported by college students are attention‐deficit/hyperactivity disorder (ADHD) and learning disabilities (LD). Many questions remain regarding how best to support these students and whether services such as advising, coaching, and tutoring lead to significant academic gains. The current study examined the effect of support services on the GPA of students with LD and/or ADHD at a campus that specifically serves this population by tracking students’ support service usage and GPAs over a 5‐year period. Results indicate that although most students who choose to receive coaching support experience academic gains, it is students with ADHD who obtain the greatest gains in GPA as a result of this support. Additionally, although tutoring can be of benefit to all students, significant GPA gains were obtained only for students with an LD diagnosis. Thus, there is a need to provide targeted supports aimed at addressing students’ specific areas of challenge. 相似文献
18.
John Kubiak 《Irish Educational Studies》2013,32(2):125-143
Over the last number of years, opportunities to learn in higher education for people with intellectual disabilities have increased. Consequently, this subgroup of students is gradually becoming part of an increasingly diverse college community. Because learning varies across different individual cultures and systems of higher education, our current understandings of how students with intellectual disabilities learn are inadequate. This study set out to explore how people with intellectual disabilities learn in one Irish college. Eighteen students with intellectual disabilities were asked to make a drawing of how they understood learning and were interviewed by six of their peers who trained as co-researchers. The findings indicate that the learning experiences of these students are as complex and as multifaceted as any other college student. A model that captures this learning is presented using four categories: the Cognitive Stages of Learning, Self-regulation of Learning, Learning as Collective Meaning Making and the Supportive Environment and Learning. The learning potential for people with intellectual disabilities presented in this paper goes some way to addressing preconceived notions associated with the label of intellectual disability. 相似文献
19.
师范生拜师学艺是实践教学改革的产物。在高等教育大众化的历史趋势和以实践创新为主基调的新世纪教育背景下,拜师学艺能促进理论联系实际,提高课堂教学质量和效益;能有效地提高师范生实践教学能力;能密切高校与中小学的联系;能为教育改革发展提供借鉴,为师范生的职前培养和职后发展开辟广阔的空间。 相似文献
20.
Susana Padeliadu 《欧洲特需教育杂志》2013,28(3):210-226
ABSTRACT This study investigates the preferences of students with learning disabilities regarding the location in which they receive help and the person from whom to get help. The attitudes of students with learning disabilities towards school as a function of the time they spend in the mainstream and their characteristics were also investigated. Results of the structured interviews and survey statements of 150 students indicated that they preferred receiving extra help in the special education class from the special education teacher. Students’ preferences for setting or teacher were not related to age, sex, IQ or academic achievement level, nor to the time students spent in the mainstream. The students expressed a positive attitude towards school in general, and towards their teachers, their classmates and the schoolwork in particular. 相似文献