在1980年代,有特殊需要的儿童在一间独立的教室里,不包括在普通教育教室里。特殊教育的发展方向是积极的。将特殊需要的学生纳入通识教育的课堂是限制最少的环境。这种环境允许正常发展的同龄人与不正常发展的学生一起探索,努力弥合差距。我觉得特殊教育项目正朝着积极的方向发展,并有可能为残疾学生创造一个包容和接纳的未来。根据McLaughlin(1993)(至今仍然适用),“在各种结果评估系统中纳入或排除部分或全部残疾学生,对特殊教育项目以及学生个体都有重大影响。“我个人的特殊教育理念不仅仅来自于教学。我的哲学来自于与有特殊需要的学生打交道的经验。在接下来的讨论中,我将列出我对特殊教育的看法、价值观和个人信仰。特殊教育教育者在课堂上的作用和责任对于任何形式的残疾儿童的成功都是至关重要的。包容理论对我来说有特殊的地位,因为我看到它为有特殊需要的学生做了积极的事情。特殊教育项目的发展方向正在迈向新的高度,并在教育工作者的帮助下蓬勃发展,这些教育工作者对看到他们的学生取得成功充满了内在的激情。总之,有很多因素促使教师承担起教育残疾学生的巨大任务,这只是我个人的一些原因。

加拿大教育学作业代写 独立教室

In the 1980s children with special needs where in a self-contained classroom and were not included in the general education classroom. The direction that special education is taking is a positive one. Including special needs students in the general education classroom is the least restrictive environment. This environment allows for the exploration of typically developing peers to work side by side with non-typically developing students in an effort to bridge gaps. I feel like the direction of the programs for special education are heading toward the positive and will likely develop a future of great inclusion and acceptance for those students with disabilities. According to McLaughlin (1993), still relevant today, “The inclusion or exclusion of some or all students with disabilities in various outcome assessment systems has significant implications for special education programs, as well as for individual students.”My personal philosophy of special education does not come from only teaching. My philosophy derives from experience with students with special needs. In the following discussion I will list my vision, values, personal beliefs on special education. The role and responsibility of the special education educator in the classroom is paramount to the success of children with disabilities in any form. Inclusion theory holds a special place for me as I have seen this do positive things for students with special needs. The direction of the special education programs is heading to new heights and thriving with the help of educators who have a driving passion within to see that their students succeed. In conclusion, there are many things that drive teachers to take on the huge task of educating those students who have disabilities, these are just a few of my own.

work cited

  • McLaughlin, M.J., Interstate Research Associates, M. V., & National Information Center for Children and Youth with Disabilities, W. D. (1993). Promising Practices and Future Directions for Special Education. NICHCY News Digest, 2(2). Retrieved from https://libproxy.lamar.edu/login?url=https://search.edscohost.com/login.aspx?direct=true&db=eric&AN=ED356581&site=eds-live

 

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