新西兰代写assignment:全纳教育系统

2018-09-24 19:40

本奇和瓦雷奥(2004)的一项研究研究了中小学生对全纳教育系统残疾学生的态度。研究结果表明，残疾学生能够发展友谊，向同龄人学习，有少量的虐待发生，但是相对来说很少，来自同伴的鼓励和支持是很普遍的。大多数学生的反应是赞成包容，并反对学生应该以任何理由被隔离的观点。这项研究虽然规模不大，却提供了证据，证明全纳教育系统对社会发展、接受差异和社会融合有积极的影响。的研究支持了关闭所有特殊学校的论点.分享了这种全纳教育的理念;教育包容的概念有潜力改变学校，使它们成为充分支持所有学生的社会和教育机会的地方。相比之下，支持种族隔离教育的观点，即特殊学校促进儿童的最大利益;他们提供专业教育，可以提供更个性化的教育，更好地满足孩子的需求。Cigman(2007)提出,主流学校可以为年轻人带来了耻辱的经历ASN“€¦主流学校不提供教育体验一些孩子”(2007年Cigman p.779)。通过包容性的支持策略，如特殊单位，与主流阶级和他们的同辈隔离，可以解释羞辱感和疏远感，这种感觉可以“在包容的旗帜下培育”Bishop和Swain(2000年，第24页)。与此相反.认为支持策略，如特殊单元，是成功地将纳入主流学校的重要手段。
新西兰代写assignment:全纳教育系统
A study by Bunch and Valeo (2004) researched the attitudes of elementary and secondary students towards peers with disabilities attending an inclusive schooling system. The findings reported that students with disabilities were able to develop friendships, learn from their peers, that a small amount of abuse occurs, however it is comparatively minimal and that encouragement and support from their peers is common. The majority of responses from students were in favour of inclusion and rejected the idea that students should be segregated for any reason. The study, however small, provided evidence that an all inclusive education system had positive effects on social development, acceptance of difference, and social integration. The study by Bunch and Valeo (2004) supports the argument of the closure of all special schools. This philosophy of inclusive education was shared by Mittler (2000); the concept of inclusion in education has the potential to transform schools to enable them to become places which fully support social and educational opportunities for all pupils.In contrast, Cigman (2007) supports the argument of segregated schooling, whereby, special schools promote the best interests of the child; they provide specialist education, which can deliver a more individualised education to better meet the needs of the child. Cigman (2007) proposes that mainstream schools can be a humiliating experience for young people with ASN “… mainstream schools do not provide a non-humiliating educational experience for some children” (Cigman, 2007, p.779). Segregation from mainstream classes and their peers through inclusive support strategies, such as special units can account for feelings of humiliation and alienation, which can be “fostered under the flag of inclusion” Bishop and Swain (2000, p.24). Contrary to this argument, Oliver (1995) suggests that support strategies, such as special units are an essential means of successfully implementing inclusion in mainstream schools.

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