Special needs education in light of the inclusion principle: an exploratory study of special needs education practice in Belarusian and Norwegian preschools     

Bjørg Mari Hannås 《欧洲特需教育杂志》2016,31(4):520-534

The purpose of this study is to investigate possible practical consequences of the ideological principle of inclusion. In this article, we investigate, compare and discuss how employees of Norwegian and Belarusian preschools perceive their own, and their preschools’, special needs education practices related to children with language difficulties. This study has a qualitative case design. The investigation contains 10 semistructured interviews of five employees from five preschools in each country. The analysis of the empirical material shows that the interviews primarily revolve around two topics: competence and sense of mastery and self-understanding. Among the staff of the Norwegian preschools, perceptions of a relatively low average competence, unsatisfactory guidance from external professionals and a low sense of mastery are prevalent. The informants from Belarusian preschools perceive a high and more specialised competence, available special needs education competence and a high degree of sense of mastery. Despite different situations and contexts, this study suggests that the preschool sector in both countries face the same challenge; how preschools can implement a form of inclusive educational practice, without at the same time relinquishing valuable special needs education competence.  相似文献   

Reflections about outdoor adventure sports and professional competencies of physical education students     

Alcyane Marinho  Priscila Mari dos Santos  Miraíra Noal Manfroi  Juliana de Paula Figueiredo  Vinicius Zeilmann Brasil 《Journal of Adventure Education & Outdoor Learning》2017,17(1):38-54

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Using visual support in preschool phonemic segmentation training     

Kerstholt  Mariëtte  van Bon  Win H.J.  Schreuder  Rob 《Reading and writing》1997,9(4):265-283

In an earlier training study we found that the use of visual support in phonemic segmentation training provided no additional value for poor readers and spellers from schools for children with learning disabilities, having problems segmenting speech (Kerstholt, van Bon & Schreuder 1994). Previous research (e.g., Hohn & Ehri 1983) suggests, however, that visual support – such as alphabet letters – does facilitate the segmentation teaching of preschoolers. Hence, it was expected that visual support would be beneficial in phonemic segmentation training only prior to formal reading and spelling instruction. The purpose of the present study was to test this expectation. One group of preschoolers was trained in phonemic segmentation with diagrams and alphabet letters as visual support, another group was trained without visual help. Results show the preschoolers to improve their phonemic segmentation, reading and spelling skill significantly. It made no difference, however, whether the children were trained in phonemic segmentation with or without the help of visual support. The findings of the present study and those of our earlier study indicate visual support to be useful in phonemic segmentation training only under certain conditions. It is suggested that differences in orthographic properties of the languages involved may explain the difference between the Anglo-Saxon studies that did show an additional effect of letters and a number of Dutch studies that did not.  相似文献   

A neurodevelopmental profile of the rural hearing‐impaired child in the QwaQwa region,South Africa          下载免费PDF全文

Jó‐Marié v d M. Bothma  Munita Dunn  Shirley Kokot 《Journal of Research in Special Educational Needs》2015,15(4):285-296

Being hearing impaired does not only affect a child's academic performance, but can also influence a child's overall development and ability to succeed academically. Children with hearing impairment often experience delays in other areas of their development and an understanding of the inter‐relatedness of these delays are important in order to address all these aspects, and thus minimise the impact on a child's overall development. The paper provides a neurodevelopmental profile of 4‐year‐old to 8‐year‐old rural hearing‐impaired children based on the result of a psychometric assessment. Eighteen children were selected from a special needs school in the rural QwaQwa Free State area of South Africa and underwent a psychometric assessment using two test batteries (Griffiths mental developmental scales – extended revised and a neurodevelopmental evaluation scale). The neurodevelopmental profile will contribute to knowledge of the nature of the challenges faced by the hearing‐impaired child in rural education and the neurodevelopmental origin of these challenges.  相似文献   

Lecturers’ text competencies and guidance towards academic literacy     

Kari Mari Jonsmoen  Marit Greek 《Educational Action Research》2017,25(3):354-369

Embedding academic literacy into the curriculum and regular subject teaching has received little attention in Norwegian higher education (HE). The present article, drawing on the findings of two studies carried out in 2013/14, seeks to amend this. The first study, an action research study, exposes how lecturers in one of the faculties at Oslo and Akershus University College perceive their role in teaching and guiding students’ discipline-specific literacy, in particular academic writing. Collaborating with the faculty in a joint action research project, we seek to empower the lecturers, and develop pedagogical methods that are suitable for academic literacy teaching and guidance, and thereby make a change in the institution. The second study analyzes the academic literacy skills and knowledge of new students. We follow students in their final semester in upper secondary school, and identify how they are prepared for academic literacy in HE. Together, the studies reveal that despite the students’ preparation for higher studies, they are not fully qualified for meeting the demands of academic literacy. When entering HE, the students are still in need of guidance to establish textual meta-perspectives and to develop relevant disciplinary literacy practices. However, the lecturers are neither fully qualified for nor willing to include this topic in their content teaching.  相似文献   

在研药物关联专利的判别指标          下载免费PDF全文

治部真里  李颖 《情报工程》2015,1(2):021-030

日本版NIH及其制药企业,政策制定·战略规划需要佐证。本研究尝试基于新的指标体系对制药行业现状进行俯瞰与预测未来。连载第四篇,为了基于专利把握医药品产业的基础研究能力,定位与制药企业各个研发项目的进展状况【临床前实验】→【Ⅰ期临床试验】→【Ⅱ期临床试验】→【Ⅲ期临床试验】→【批准申请】→【批准】→【上市】密切相关的专利,尝试导出其新型指标。明确了作为指标,IPC分类、被引专利数、专利引用非专利文献数有效。基于专利的这些新指标,不但是通过在研药物（pipeline）,也可以通过专利把握医药品产业新药创出力以及未来新药的创出力。  相似文献   

药物创新体制中的知识流          下载免费PDF全文

治部真里  李颖  曾文 《情报工程》2015,1(4):021-031

AMED（日本版NIH）及其制药企业,政策制定与战略规划需要循证。为此,本研究尝试基于新的指标体系进行制药行业的现状俯瞰与未来预测。本篇面向与在研药物及药物密切关联的专利,针对此专利的审查官和申请人所引用的专利及文献,并着眼于被引专利的技术领域,分析贯穿专利申请过程的知识流。  相似文献   

Learning science through dialogic inquiry: Is it beneficial for English-as-additional-language students?     

Mari Haneda  Gordon Wells 《International Journal of Educational Research》2010,49(1):10-21

While the effectiveness of teaching that emphasizes dialogue and inquiry has been well documented with respect to English-as-mother-tongue children, it remains an empirical question as to whether this approach is equally useful when the student body includes a substantial number of English-as-additional-language (EAL) students. Through a longitudinal study of one class in an elementary school in California, we address this question in the context of a science unit that evolved over 4 years in response to the dramatic increase of EAL students in the school. Both the quantitative and qualitative analyses carried out on the data strongly suggest that dialogic inquiry can be effective for EAL students as well as for their mainstream peers when the teacher also systematically and strategically integrates literacy with science instruction and strikes a balance between hands-on and text-mediated investigations.  相似文献   

Recruitment to Teaching: The Changing Impact of Social Origins in Norway 1975–2010     

Mari Lande With 《Scandinavian Journal of Educational Research》2018,62(2):163-185

Concerns about the status of the teaching profession are widespread. In this paper, the social selection to teacher education is compared with the social selection to other higher education courses in Norway from 1975 to 2010. This comparison can shed light on changes in the status of teaching relative to other types of higher education. Using enrolment data supplied by educational institutions, this study examines whether the recruitment to teacher education has changed in a manner that reflects a unique decline in teacher status. The analyses show that the social selection to teacher education has declined. However, a similar decline is found for recruitment to other educational fields. Thus, the results suggest that the declining status of teaching is part of a larger trend in which the status of bachelor’s level applied educational fields declined relative to traditional university courses.  相似文献   

Web geometry laboratory: case studies in Portugal and Serbia     

Vanda Santos  Milena Marić  Helena Campos 《Interactive Learning Environments》2018,26(1):3-21

The role of information and communication technologies (ICT) in education is well recognised – learning environments where the ICT features included are being proposed for many years now. The Web Geometry Laboratory (WGL) innovates in proposing a blended learning, collaborative and adaptive learning Web-environment for geometry. It integrates a well-known dynamic geometry system providing an adaptive environment where face-to-face activities can be combined with computer-mediated activities, in a collaborative or stand-alone, synchronous or asynchronous, classroom or homework way. The WGL collaborative environment allows each student to capitalise on one another's resources and skills. Its adaptive module gives to each teacher the ability to assess the geometric level of each student, allowing the teacher to build the individual profile and/or learning paths. In this paper we begin describing what are the goals that support the development of such an environment, the goals that support our beliefs in the usefulness of such an environment for the teaching and learning of geometry, after which we describe the environment and the case studies already conducted.  相似文献