英国学校的内涵：教育的特殊需要.ppt

InclusioninEnglishschools:implicationsforspecialneedseducation,Dr.CatherineTissot,英国学校的内涵:教育的特殊需要,Dr.凯瑟琳Tissot,Overview,BackgroundtoSENprovisionintheUKInclusionChallengesofSENDiscussion,4,概述：,英国制定SEN规定的背景概要SEN带来的挑战讨论SENorLSLS:learningsupport,1.Background,UKhasavarietyofwaystoprovideforlearnerswithadditionalneedswhichisbasedongivingalllearnersaccesstotheNationalCurriculumMainstreamprovisionTeachersupportedlearningSchoolActionSchoolActionPlusStatementofSEN(resources),1.背景,除了给所有前来访问的学习者提供的国家课程外，英国还创造多种途径满足学习者另外的需求。主流规定教师支持学习（是不是教师主导的意思？）学校活动学校附加活动（是不是课外活动的意思？）有关SEN(资源)的声明,6,Educationalprovision,SpecialunitattachedtoamainstreamschoolFocusonaparticulartypeofdisability(i.e.autism)MajorityofthecoresubjectsaretaughtattheunitandthechildismainstreamedforotherareasofthecurriculumSmallclasssizeswithlowratioofpupilstostaff,教育规定,一种主流学校附加的特殊组织形式重点关注缺陷的特定类型(i.e.自闭症)教学大部分核心学科课程的单位以及孩子在另外地区接受这些课程（是不是国际比较研究？）小班化所需要的员工与学生比率还较低（是不是指实现小班需要配备更多教职员工？）,8,Educationalprovision-continued,SpecialschoolRunbytheLocalAuthorityChildrenwhocannotcopeinmainstreamsettingsOftenmixedtypesoflearningdifficultieswithhighstaffpupilratiosOftenhaveaccesstospecialistsupport,教育规定继续,特殊学校当地政府机关筹办的学校为不能适应主流教育的孩子们设置的学校混合了各种类型困难学生并有较多员工配备的学校经常接待专家访问的学校,10,Educationalprovisioncontinued,OthertypesofprovisionHomeschoolingoutsideLocalAuthorityandrunanddirectedbyparentPrivateschools-typicallyrunbycharitiesandareoftenboarding.Usuallydisabilityspecific(i.e.hearingimpairedchildren,autism),教育规定继续,另一些类别的规定：家庭学校当地政府机关之外由家长筹备和指导的学校私立学校-通常是由慈善机构筹备的学校，通常是寄宿制的.具备残疾学校的特性(听力受损的孩子,自闭症),12,Processtodetermineprovision,CodeofPractice(DfES,2001)directstheprocedurefordetermineprovisionPeriodofassessmentbyLAInputfromkeystakeholders(parents,teachers,LA,independentassessments)DraftstatementFinalstatementwhereplacementandsupportareagreed.Shouldtakelessthan12weeks,butoftentakesmuchlonger.,处理规则：,可以直接适用的有关实践中操作的一般流程的规定(DfES,2001)课时与评估byLA关键的利益相关者的投入(父母,老师,LA,独立的评估)声明草案最后声明中人员配置和支持获得通过.最少需要12个星期,但是通常会花费更长的时间.,14,Intheorythissystemallowsthedecisionmakerstotailorasolutionforanindividualchildtofindthebestwaytosupportlearning.But.,这种体制理论上允许allowsthe决策者调整自己的解决方案使，每一个儿童都能找到最适合自己的学习途径但是.,16,2.Inclusion,InclusivepracticeisexpectedofallUKschools:Governmentpoliciessupportinclusion(EveryChildMatters)Legislationsupportsinclusion(ChildrenAct2004)ButthisisnotuniquetotheUK.USA:NochildleftbehindAct(USDepartmentofEducation,2007).Worldwide:SalamancaStatement(UNESCO,1994),2.内容,内容体现在对所有英国学校的预期:政府政策支持内容(每个孩子的每件事)立法支持内容(儿童行为保护2004)但这并不是英国独有的.美国:在没有保护的情况下，孩子不能独处(USDepartmentofEducation,2007).国际上:沙拉曼加宣言(UNESCO,1994),18,Locallevel,Schoolssupportinclusion(AinscowandSandhill,2010)Teacherssupportinclusivepracticeingeneral(CrollandMosses,2000;EvansandLunt,2001)EstimatednumbersofchildrenwithSENareconsistentovertime1in5or20%(Warnock,1978)20.5%(DCSF,2009),地方标准,学校支持内容(AinscowandSandhill,2010)教师支持内容的一般实践(CrollandMosses,2000;EvansandLunt,2001)久而久之，坚持实施SEN获益的儿童的大致数据如下1in5or20%(Warnock,1978)20.5%(DCSF,2009),20,Teachers?,Whatdoesthismeanforteachers?Consistentnumbersofstudentswhichareaveragingabout15-20%oftheclassDemandsofthejobarechangingMainstreamaccesstosupportcanbebureaucraticandtimeconsuming(Ofsted,2010)Therehastobeapointtotheirbeingthere(AldersonKjelsbergetal.,2006),3.SEN的挑战,SEN的儿童表现在:学校缺席(DCFS,2010)Lookingatabsenceratesbypupilswithspecialeducationalneeds,thehighestratesofoverallabsencewereamongstthosepupilsatSchoolActionPlusat9.64%.Thisis1.7timesthatforthosepupilswithnoidentifiedspecialeducationalneed(p.3)自由学校大餐(indicatorofpovertyintheUK)监狱人数(BurrellandWarboys,2000;Kjelsbergetal.,2006),24,ExclusionsofchildrenwithSEN,DCFS.(2009).PermanentandFixedPeriodExclusionsfromSchoolsinEngland2007/08.London:DCSF.,NEET,StrategyUnit.(2005).ImprovingtheLifeChancesofDisabledPeople.London:CabinetOffice,DepartmentofWorkandPensions,DepartmentofHealth,DepartmentforEducationandSkills,OfficeoftheDeputyPrimeMinister.,4.Discussion,Triadofsupport,4.讨论,支持三元素,28,Howdowegetskilledstaff?,Teachersattitudeisinformedthroughexperienceandtraining(AvramidisandKalyva,2007)thereisatensionbetweenpressuresforeffectivenessandpressuresforinclusiveness(EvansandLunt,2002,p.2)RecentOfstedreport(Ofsted,2010)Leadershipinschools(Ainscow,M.,&Sandill,inpress),我们怎样获得职业技能?,教师的态度一直贯彻在经验和课程中(AvramidisandKalyva,2007)一种紧张的气氛体现在效力的压力和包容的压力之间(EvansandLunt,2002,p.2)RecentOfstedreport(Ofsted,2010)Leadershipinschools(Ainscow,M.,&Sandill,inpress),30,Viewsofrecentstudentsontraining,HowgoodwasyourtraininginprovidingyouwithanunderstandingofEveryChildMatters?TDA.(2009).ResultsoftheNewlyQualifiedTeacherSurvey2009.Manchester:TrainingandDevelopmentAgencyforSchools.,GoodVerygood,Primary,Secondary,学生对课程的最新观点,32,HowgoodwasyourtraininginprovidingyouwithanunderstandingofEveryChildMatters?TDA.(2009).ResultsoftheNewlyQualifiedTeacherSurvey2009.Manchester:TrainingandDevelopmentAgencyforSchools.,GoodVerygood,Primary,Secondary,GoodVerygood,HowgoodwasyourtrainingtoworkwithpupilswithSEN?TDA.(2009).ResultsoftheNewlyQualifiedTeacherSurvey2009.Manchester:TrainingandDevelopmentAgencyforSchools.,Primary,Secondary,Workwithpupils,34,GoodVerygood,HowgoodwasyourtrainingtoworkwithpupilswithSEN?TDA.(2009).ResultsoftheNewlyQualifiedTeacherSurvey2009.Manchester:TrainingandDevelopmentAgencyforSchools.,Primary,Secondary,学生的工作,Skilledstaff,Trainingatpre-servicelevelNeedtoensuredifferenttypesofexperiencesGroundedinresearchaswellasexperienceKnowledgeableteachersofthefutureConfidentintheirroleofsupportingallstudentsSpecialistroutes?,职业技能,职前课程水平需要确保不同类型的练习充分开展研究好于单纯练习未来的知识渊博的教师对于自己能帮助所有学生的任务充满自信专家成长路径?,36,Conclusion,InclusivepracticeiswellestablishedasapositiveinfluenceineducationTeachersinmainstreamsettingsfaceincreasingchallengestomeettheneedsofalllearnerswithintheircareOngoingtrainingprogrammewhichstartswithITTprovidersmustpreparestudentteacherstomeetthischallengeandincreasethetrainingforteachersspecialisinginthisarea,Conclusion,包含的练习是确定的能发挥教育的正面的影响教师们面临的主要挑战就是关注每一个学习者不断增长的需要伴随ITT提供者所采用的不间断的课程项目提示作为学生的教师们必须准备随时面对自己的挑战不断增长的教师专业化领域的课程（带来的挑战）,38,References,Ainscow,M.,&Sandill,A.(inpress).Developinginclusiveeducationsystems:theroleoforganisationalculturesandleadership.InternationalJournalofInclusiveEducation,1-16.Alderson,P.,&Goodey,C.(1999).Autisminspecialandinclusiveschools:therehastobeapointtotheirbeingthere.DisabilityandSociety,14(2),249-261.Avramidis,E.andK.Efrosini(2007).TheinfluenceofteachingexperienceandprofessionaldevelopmentonGreekteachersattitudestowardinclusion.EuropeanJournalofSpecialNeedsEducation22(4):367-389.Burrell,S.,&Warboys,L.(2000).SpecialeducationandtheJuvenileJusticeSystem.JuvenileJusticeBulletin,179359,1-15.Croll,P.,&Moses,D.(2000).Ideologiesandutopias:educationprofessionalsviewsofinclusion.EuropeanJournalofSpecialNeedsEducation,15(1),1-12.DCSF(2010).SaltReview:Independentreviewofteachersupplyforpupilswithsevere,profoundandmultiplelearningdifficulties(SLDandPMLD).Annesley,Nottingham,CrownCopyright.DCSF.(2010).TheNationalCurriculum:Primaryhandbook.Coventry:QualificationsandCurriculumDevelopmentAgency.DCSF.(2009).DCSF:SpecialEducationalNeedsinEngland:January2009.DCFS.(2009).PermanentandFixedPeriodExclusionsfromSchoolsinEngland2007/08.London:DCSF.DfES.(2004).EveryChildMatters:ChangeforChildren.Nottingham:DfESPublications.DfES.(2004).RemovingBarrierstoAchievement:ThegovernmentsstrategyforSEN:DfESPublications,Nottingham.Evans,J.,&Lunt,I.(2002).Inclusiveeducation:Aretherelimits?EuropeanJournalofSpecialNeedsEducation,17(1),1-14.Gray,P.(2002).DisabilityDiscriminationinEducation:Areviewoftheliteratureondiscriminationacrossthe0-19agerange,undertakenonbehalfoftheDisabilityRightsCommission.London:DisabilityRightsCommission.,References-continued,Kjelsberg,E.,Hartvig,P.,Bowitz,H.,Kuisma,I.,Norbech,P.,Rustad,