What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? The interactions of peers, teachers and support staff
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What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review
Introduction The growing demand for inclusive practices within mainstream schools has resulted in classroom teachers having to take direct responsibility for the individual learning needs of all pupils within the setting. A recent report from the Office for Standards in Education (OFSTED, 2004) found, however, that many schools in England and Wales still do not see themselves as having the skil...
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Social skills are a set of behaviors aimed at helping learners to establish positive interactions with others. Teachers, classmates and other school staff interact with others in school. Positive interactions may also occur between coworkers, administrators, friends or visitors in lifetime. In inclusive education the students with special educational needs study in mainstream education classes ...
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Objectives: Inclusive education is a process of enabling all children to learn and participate effectively within mainstream school systems. It does not segregate children who have different abilities or needs. This article explores the attitudes of regular and itinerant teachers about inclusion of hearing impairment children in their schools in general education. Methods: In a descriptive S...
متن کاملMainstream Teachers’ Experiences of Communicating with Students with Multiple and Severe Disabilities
The aim of this study was to explore regular teachers’ perceptions and experiences of supports and obstacles to communicative interactions for students with multiple and severe disabilities (MSD). Five teachers of students with MSD participated in two in-depth interviews. Interview transcripts were analysed using content analysis. Transcripts were coded into categories, which were then grouped ...
متن کاملA Socio-Cultural Study of Pedagogical Practices inside Syrian EFL Classrooms
This paper reports on an exploratory study that explores the instructional patterns within English as a Foreign Language (EFL) secondary school classrooms in Syria. Recently, the Syrian Ministry of Education (MoE) has introduced a new national curriculum which recommends a shift in EFL teachers’ instructional practices. Despite this costly innovation, there has been no attempt to check whether ...
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تاریخ انتشار 2009