special education.docx
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special education.docx
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specialeducation
SpecialeducationFromWikipedia,thefreeencyclopediaJumpto:
navigation,search"Specialneeds"redirectshere.Forthe2006film,seeSpecialNeeds(film).
NottobeconfusedwithGiftededucation.
FortheGleeepisode,seeSpecialEducation(Glee).
Specialeducationorspecialneedseducationistheeducationofstudentswithspecialneedsinawaythataddressesthestudents'individualdifferencesandneeds.Ideally,thisprocessinvolvestheindividuallyplannedandsystematicallymonitoredarrangementofteachingprocedures,adaptedequipmentandmaterials,accessiblesettings,andotherinterventionsdesignedtohelplearnerswithspecialneedsachieveahigherlevelofpersonalself-sufficiencyandsuccessinschoolandcommunitythanwouldbeavailableifthestudentwereonlygivenaccesstoatypicalclassroomeducation.
Commonspecialneedsincludechallengeswithlearning,communicationchallenges,emotionalandbehavioraldisorders,physicaldisabilities,anddevelopmentaldisorders.[1]Studentswiththesekindsofspecialneedsarelikelytobenefitfromadditionaleducationalservicessuchasdifferentapproachestoteaching,useoftechnology,aspecificallyadaptedteachingarea,orresourceroom.
Intellectualgiftednessisadifferenceinlearningandcanalsobenefitfromspecializedteachingtechniquesordifferenteducationalprograms,buttheterm"specialeducation"isgenerallyusedtospecificallyindicateinstructionofstudentswhosespecialneedsreducetheirabilitytolearnindependentlyorinanordinaryclassroom,andgiftededucationishandledseparately.
Inmostdevelopedcountries,educatorsaremodifyingteachingmethodsandenvironmentssothatthemaximumnumberofstudentsareservedingeneraleducationenvironments.Specialeducationindevelopedcountriesisoftenregardedlessasa"place"andmoreas"arangeofservices,availableineveryschool."[2][3][4][5][6]Integrationcanreducesocialstigmasandimproveacademicachievementformanystudents.[7]
Theoppositeofspecialeducationisgeneraleducation.Generaleducationisthestandardcurriculumpresentedwithstandardteachingmethodsandwithoutadditionalsupports.
IdentifyingstudentswithspecialneedsSomechildrenareeasilyidentifiedascandidatesforspecialneedsfromtheirmedicalhistory.Theymayhavebeendiagnosedwithageneticconditionthatisassociatedwithmentalretardation,mayhavevariousformsofbraindamage,mayhaveadevelopmentaldisorder,mayhavevisualorhearingdisabilities,orotherdisabilities.
Amongstudentswhoseidentificationislessobvious,suchasstudentswithlearningdifficulties,twoprimarymethodshavebeenusedforidentifyingthem:
thediscrepancymodelandtheresponsetointerventionmodel.Thediscrepancymodeldependsontheteachernoticingthatthestudents'achievementsarenoticeablybelowwhatisexpected.Theresponsetointerventionmodeladvocatesearlierintervention.
Inthediscrepancymodel,astudentreceivesspecialeducationalservicesforaspecificlearningdifficulty(SLD)ifandonlyifthestudenthasatleastnormalintelligenceandthestudent'sacademicachievementisbelowwhatisexpectedofastudentwithhisorherIQ.Althoughthediscrepancymodelhasdominatedtheschoolsystemformanyyears,therehasbeensubstantialcriticismofthisapproach(e.g.,Aaron,1995,FlanaganandMascolo,2005)amongresearchers.OnereasonforcriticismisthatdiagnosingSLDsonthebasisofthediscrepancybetweenachievementandIQdoesnotpredicttheeffectivenessoftreatment.LowacademicachieverswhoalsohavelowIQappeartobenefitfromtreatmentjustasmuchaslowacademicachieverswhohavenormalorhighintelligence.
Thealternativeapproach,responsetointervention,identifieschildrenwhoarehavingdifficultiesinschoolintheirfirstorsecondyearafterstartingschool.Theythenreceiveadditionalassistancesuchasparticipatinginareadingremediationprogram.Theresponseofthechildrentothisinterventionthendetermineswhethertheyaredesignatedashavingalearningdisability.Thosefewwhostillhavetroublemaythenreceivedesignationandfurtherassistance.Sternberg(1999)hasarguedthatearlyremediationcangreatlyreducethenumberofchildrenmeetingdiagnosticcriteriaforlearningdisabilities.Hehasalsosuggestedthatthefocusonlearningdisabilitiesandtheprovisionofaccommodationsinschoolfailstoacknowledgethatpeoplehavearangeofstrengthsandweaknessesandplacesundueemphasisonacademicsbyinsistingthatpeopleshouldbeproppedupinthisarenaandnotinmusicorsports.
IndividualneedsAspecialeducationprogramshouldbecustomizedtoaddresseachindividualstudent'suniqueneeds.Specialeducatorsprovideacontinuumofservices,inwhichstudentswithspecialneedsreceiveservicesinvaryingdegreesbasedontheirindividualneeds.Specialeducationprogramsneedtobeindividualizedsothattheyaddresstheuniquecombinationofneedsinagivenstudent.[8]
IntheUnitedStates,Canada,andtheUK,educationalprofessionalsusedtheinitialismIEPwhenreferringtoastudent’sindividualizededucationplan.
Studentswithspecialneedsareassessedtodeterminetheirspecificstrengthsandweaknesses.[8]Placement,resources,andgoalsaredeterminedonthebasisofthestudent'sneeds.AccommodationsandModificationstotheregularprogrammayincludechangesincurriculum,supplementaryaidesorequipment,andtheprovisionofspecializedphysicaladaptationsthatallowstudentstoparticipateintheeducationalenvironmenttothefullestextentpossible.[9]Studentsmayneedthishelptoaccesssubjectmatter,tophysicallygainaccesstotheschool,ortomeettheiremotionalneeds.Forexample,iftheassessmentdeterminesthatthestudentcannotwritebyhandbecauseofaphysicaldisability,thentheschoolmightprovideacomputerfortypingassignments,orallowthestudenttoanswerquestionsorallyinstead.Iftheschooldeterminesthatthestudentisseverelydistractedbythenormalactivitiesinalarge,busyclassroom,thenthestudentmightbeplacedinasmallerclassroomsuchasaresourceroom.
MethodsofprovisionSchoolsusedifferentapproachestoprovidingspecialeducationservicestoidentifiedstudents.Thesecanbebroadlygroupedintofourcategories,accordingtowhetherandhowmuchcontactthestudentwithspecialneedshaswithnon-disabledstudents(usingNorthAmericanterminology):
Inclusion:
Inthisapproach,studentswithspecialeducationalneedsspendall,oratleastmorethanhalf,oftheschooldaywithstudentswhodonothavespecialeducationalneeds.Becauseinclusioncanrequiresubstantialmodificationofthegeneralcurriculum,mostschoolsuseitonlyforselectedstudentswithmildtomoderatespecialneeds,forwhichisacceptedasabestpractice.[10][11]Specializedservicesmaybeprovidedinsideoroutsidetheregularclassroom,dependingonthetypeofservice.Studentsmayoccasionallyleavetheregularclassroomtoattendsmaller,moreintensiveinstructionalsessionsinaresourceroom,ortoreceiveotherrelatedservicesthatmightrequirespecializedequipmentormightbedisruptivetotherestoftheclass,suchasspeechandlanguagetherapy,occupationaltherapy,physicaltherapy,rehabilitationcounseling,ormightrequiregreaterprivacy,suchascounselingsessionswithasocialworker.[12]
Mainstreamingreferstothepracticeofeducatingstudentswithspecialneedsinclasseswithnon-disabledstudentsduringspecifictimeperiodsbasedontheirskills.Studentswithspecialneedsaresegregatedinseparateclassesexclusivelyforstudentswithspecialneedsfortherestoftheschoolday.[13]
Segregationinaseparateclassroomorspecialschoolexclusivelyforstudentswithspecialneeds:
Inthismodel,studentswithspecialneedsspendnotimeinclasseswithnon-disabledstudents.Segregatedstudentsmayattendthesameschoolwhereregularclassesareprovided,butspendallinstructionaltimeexclusivelyinaseparateclassroomforstudentswithspecialneeds.Iftheirspecialclassislocatedinanordinaryschool,theymaybeprovidedopportunitiesforsocialintegrationoutsidetheclassroom,e.g.,byeatingmealswithnon-disabledstudents.[14]Alternatively,thesestudentsmayattendaspecialschool.[13]
Exclusion:
Astudentwhodoesnotreceiveinstructioninanyschoolisexcludedfromschool.Historically,moststudentswithspecialneedshavebeenexcludedfromschool.[15]Suchexclusionstillaffectsabout23milliondisabledchildrenworldwide,particularlyinpoor,ruralareasofdevelopingcountries.[16]Itmayalsooccurwhenastudentisinhospital,housebound,ordetainedbythecriminaljusticesystem.Thesestudentsmayreceiveone-on-oneinstructionorgroupinstruction.Studentswhohavebeensuspendedorexpelledarenotconsideredexcludedinthissense.
SpecialschoolsAspecialschoolisaschoolcateringforstudentswhohavespecialeducationalneedsduetoseverelearningdifficulties,physicaldisabilitiesorbehaviouralproblems.Specialschoolsmaybespecificallydesigned,staffedandresourcedtoprovidetheappropriatespecialeducationforchildrenwithadditionalneeds.Studentsattendingspecialschoolsgenerallydonotattendanyclassesinmainstreamschools.
Specialschoolsprovideindividualisededucation,addressingspecificneeds.Student:
teacherratiosarekeptlow,often6:
1orlowerdependingupontheneedsofthechildren.Specialschoolswillalsohaveotherfacilitiesforthedevelopmentofchildrenwithspecialneeds,suchassoftplayareas,sensoryrooms,orswimmingpools,whicharevitalforthetherapyofcertainconditions.
Inrecenttimes,placesavailableinspecialschoolsaredec
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