Purpose This study examines the mechanism underlying the effect of parenting sense of competence(PSOC)on the emotional and behavioral adjustment of children with special education needs(SEN).Design/Approach/Methods Co...Purpose This study examines the mechanism underlying the effect of parenting sense of competence(PSOC)on the emotional and behavioral adjustment of children with special education needs(SEN).Design/Approach/Methods Convenience sampling method was used and 299 parents of children with SEN were surveyed using questionnaires.Amos 24.0 was used to perform the chain mediation analyses.Findings The results showed that PSOC was positively associated with emotional and behavioral adjustment of children with SEN;parenting satisfaction negatively predicted the total difficulty of children with SEN and parenting efficacy positively affected prosocial behavior.Mediation analysis indicated that PSOC(parenting satisfaction and parenting efficacy)influenced prosocial behavior of children with SEN through parental involvement and the chain mediation effect of parenting stress and parental involvement.Originality/Value This study reveals the different pathways that parenting satisfaction and parenting efficacy—the core dimensions of PSOC—affect the emotional and behavioral adjustment of children with SEN during the transition from kindergarten to primary school.展开更多
Purpose This study aimed to explore the perspectives of students with special education needs(SEN)and of relevant stakeholders on how they make decisions when choosing educational placements.Design/Approach/Methods Ei...Purpose This study aimed to explore the perspectives of students with special education needs(SEN)and of relevant stakeholders on how they make decisions when choosing educational placements.Design/Approach/Methods Eight students with SEN(four with intellectual disabilities and four with physical disabilities)who had transferred between special and regular education schools and their stakeholders,including parents,school principals,classroom teachers,and students without SEN,participated in the interviews.Findings Findings revealed that students with SEN were torn between the two forms of conflict placement.Different educational placements implied different educational methods and effects,and educational effects contributed to placement choices in return.Placement decisions largely relied on SEN students’abilities,stakeholders’attitudes,and school policies,with SEN students’abilities being the most dominant factor,implying a model based on personal ability instead of rights and support.Originality/Value The Chinese government should formulate and implement policies to bring about more systematic changes in the education system and ensure adequate resources and professional support for students with SEN.展开更多
This article reports the results is aimed at analyzing the evolution of the political discourse in Chile on Special Educational Needs,and also analyzes the relationship of speech with major public policy initiatives i...This article reports the results is aimed at analyzing the evolution of the political discourse in Chile on Special Educational Needs,and also analyzes the relationship of speech with major public policy initiatives in terms of legislation,fiscal budget and direct action of the executive.You can see that they allow identifying important changes in the use of the main concepts,emphasis,and discussions associated with the promotion of inclusive education.Furthermore,there is a growing interest in the topic of diversity,both nationally and internationally,which is expressed in increasingly specific public policy initiatives to promote inclusive education.However,gaps and gaps persist between political discourse and policy initiatives,as well as between the approach of public policies in Chile and the state of the art of international discussion on the matter.展开更多
The purposes of this study were to establish a school support service model for students with disabilities in general classroom, and to explore the current status of school support services provided for students with ...The purposes of this study were to establish a school support service model for students with disabilities in general classroom, and to explore the current status of school support services provided for students with disabilities in preschools, primary, and junior high schools. Therefore, this study used data from the Special Needs Education Longitudinal Study in Taiwan, collected in the 2007-2008 academic year. There were 2,924 students with disabilities selected in the study who were placed in general classrooms; 855 were in preschool, 1,079 were in primary school and 990 were in junior high school. The questionnaires in the database were answered by their teachers. The results of this study are listed, as follows： In terms of the school support service model for students with disabilities in the three stages of education, adjustment in teaching accounts for 1-15% of the explanatory power regarding the overall model, while support services account for 63-85%, which peak in junior high schools. Secondly, itinerant teachers are found to be the most important human resource in preschools. For primary and junior high schools, parents and special education teachers are the more prevalent influences. The more common school support services are tuition refunds, itinerant services, adjustments in examinations, and scholarships.展开更多
The present informal study of Information and Communication Technology(ICT)in special education through media arts.There are deep inequalities in the access of new technological opportunities and adaptive user experie...The present informal study of Information and Communication Technology(ICT)in special education through media arts.There are deep inequalities in the access of new technological opportunities and adaptive user experiences for students with special learning needs.Our goal as teacher educators is to improve enhance autonomous learning using the complementary subject of media arts.This new educational proposal aims to solve the technology usability problems for students with disabilities.The personalized autonomy of students’use technology in school learning is a key strategy for students with disabilities.For this study as with many schools,the technology resources and educational services to implement digital skills and new ICT teaching-learning strategies for the complementary subject of media arts is not available.Finally,implementing these digital skills is an essential part of the educational-labor system for adolescent students with disabilities.展开更多
Background：General practitioner （GP） preceptors play an important role in the cultivation of GPs.Many problems exist in the training of GP preceptors.This study aimed to explore the willingness and training needs o...Background：General practitioner （GP） preceptors play an important role in the cultivation of GPs.Many problems exist in the training of GP preceptors.This study aimed to explore the willingness and training needs of GP preceptors and compare the differences between preceptors from general practice and other specialties.Methods：A total of 375 questionnaire forms were sent to 375 GP preceptors from 11 different provinces,and 344 completed forms were returned.The main outcome included general information,teaching motivations,and training needs of GP preceptors.Results：The study showed that about 89.2% of GP preceptors were willing to be teachers.The majority of respondents strongly agreed that the motivation for becoming a GP supervisor was to learn from teaching.The most important capability they should master was clinical teaching （92.2%）,followed by lecture （83.1%） and doctor-patient communication （83.1%）.The top three preferred methods of GP preceptors training were case discussion （78.8%）,workshop （57.6%）,and classroom teaching （56.4%）.The domains in which most GP preceptors wanted to acquire knowledge and skill were mental health （59.3%）,rehabilitation （47.1%）,pediatrics （41.0%）,and obstetrics （37.5%）.No significant differences were found in the willingness to train GPs （x2 =3.34,P 〉 0.05） and whether they would become or continue to become a GP supervisor after the training （x2 =l.106,P 〉 0.05）.Conclusions：Although most preceptors were under on-the-job training,they were glad to train GPs.To be qualified,preceptors should be trained according to the actual needs of GP preceptors.展开更多
Purpose:This paper provides a detailed analysis of inclusive education policies in the context of major system reform in Wales,United Kingdom.Wales is currently undergoing the most significant changes to its education...Purpose:This paper provides a detailed analysis of inclusive education policies in the context of major system reform in Wales,United Kingdom.Wales is currently undergoing the most significant changes to its education system since political devolution from the U.K.Government in I999.Key to these changes is the new Curriculum for Wales and the Additional Learning Needs(ALN)regulations;alongside these and wider system-level reforms,there is an ambition to create an inclusive education system in Wales.This paper explores how inclusion is articulated and communicated within the key policy and guidance documents,using two continuums-"practice"and"values"to map and interpret these documents.Design/Approach/Methods:This paper uses critical policy analysis to make sense of these various inclusive education policy reforms in Wales.Findings:The analysis reveals that despite a foregrounded commitment to inclusion,there is disparity both within and between the policy and guidance documents.Originality/Value:The paper highlights the lack of coherence of key messages articulated through education policy documentation in Wales,providing insight into the emerging national education system reforms,as well as developing an approach for evaluating inclusive education systems inotherjurisdictions.展开更多
基金supported by the National Office for Philosophy and Social Sciences[CHA 210263].
文摘Purpose This study examines the mechanism underlying the effect of parenting sense of competence(PSOC)on the emotional and behavioral adjustment of children with special education needs(SEN).Design/Approach/Methods Convenience sampling method was used and 299 parents of children with SEN were surveyed using questionnaires.Amos 24.0 was used to perform the chain mediation analyses.Findings The results showed that PSOC was positively associated with emotional and behavioral adjustment of children with SEN;parenting satisfaction negatively predicted the total difficulty of children with SEN and parenting efficacy positively affected prosocial behavior.Mediation analysis indicated that PSOC(parenting satisfaction and parenting efficacy)influenced prosocial behavior of children with SEN through parental involvement and the chain mediation effect of parenting stress and parental involvement.Originality/Value This study reveals the different pathways that parenting satisfaction and parenting efficacy—the core dimensions of PSOC—affect the emotional and behavioral adjustment of children with SEN during the transition from kindergarten to primary school.
文摘Purpose This study aimed to explore the perspectives of students with special education needs(SEN)and of relevant stakeholders on how they make decisions when choosing educational placements.Design/Approach/Methods Eight students with SEN(four with intellectual disabilities and four with physical disabilities)who had transferred between special and regular education schools and their stakeholders,including parents,school principals,classroom teachers,and students without SEN,participated in the interviews.Findings Findings revealed that students with SEN were torn between the two forms of conflict placement.Different educational placements implied different educational methods and effects,and educational effects contributed to placement choices in return.Placement decisions largely relied on SEN students’abilities,stakeholders’attitudes,and school policies,with SEN students’abilities being the most dominant factor,implying a model based on personal ability instead of rights and support.Originality/Value The Chinese government should formulate and implement policies to bring about more systematic changes in the education system and ensure adequate resources and professional support for students with SEN.
文摘This article reports the results is aimed at analyzing the evolution of the political discourse in Chile on Special Educational Needs,and also analyzes the relationship of speech with major public policy initiatives in terms of legislation,fiscal budget and direct action of the executive.You can see that they allow identifying important changes in the use of the main concepts,emphasis,and discussions associated with the promotion of inclusive education.Furthermore,there is a growing interest in the topic of diversity,both nationally and internationally,which is expressed in increasingly specific public policy initiatives to promote inclusive education.However,gaps and gaps persist between political discourse and policy initiatives,as well as between the approach of public policies in Chile and the state of the art of international discussion on the matter.
文摘The purposes of this study were to establish a school support service model for students with disabilities in general classroom, and to explore the current status of school support services provided for students with disabilities in preschools, primary, and junior high schools. Therefore, this study used data from the Special Needs Education Longitudinal Study in Taiwan, collected in the 2007-2008 academic year. There were 2,924 students with disabilities selected in the study who were placed in general classrooms; 855 were in preschool, 1,079 were in primary school and 990 were in junior high school. The questionnaires in the database were answered by their teachers. The results of this study are listed, as follows： In terms of the school support service model for students with disabilities in the three stages of education, adjustment in teaching accounts for 1-15% of the explanatory power regarding the overall model, while support services account for 63-85%, which peak in junior high schools. Secondly, itinerant teachers are found to be the most important human resource in preschools. For primary and junior high schools, parents and special education teachers are the more prevalent influences. The more common school support services are tuition refunds, itinerant services, adjustments in examinations, and scholarships.
文摘The present informal study of Information and Communication Technology(ICT)in special education through media arts.There are deep inequalities in the access of new technological opportunities and adaptive user experiences for students with special learning needs.Our goal as teacher educators is to improve enhance autonomous learning using the complementary subject of media arts.This new educational proposal aims to solve the technology usability problems for students with disabilities.The personalized autonomy of students’use technology in school learning is a key strategy for students with disabilities.For this study as with many schools,the technology resources and educational services to implement digital skills and new ICT teaching-learning strategies for the complementary subject of media arts is not available.Finally,implementing these digital skills is an essential part of the educational-labor system for adolescent students with disabilities.
文摘Background：General practitioner （GP） preceptors play an important role in the cultivation of GPs.Many problems exist in the training of GP preceptors.This study aimed to explore the willingness and training needs of GP preceptors and compare the differences between preceptors from general practice and other specialties.Methods：A total of 375 questionnaire forms were sent to 375 GP preceptors from 11 different provinces,and 344 completed forms were returned.The main outcome included general information,teaching motivations,and training needs of GP preceptors.Results：The study showed that about 89.2% of GP preceptors were willing to be teachers.The majority of respondents strongly agreed that the motivation for becoming a GP supervisor was to learn from teaching.The most important capability they should master was clinical teaching （92.2%）,followed by lecture （83.1%） and doctor-patient communication （83.1%）.The top three preferred methods of GP preceptors training were case discussion （78.8%）,workshop （57.6%）,and classroom teaching （56.4%）.The domains in which most GP preceptors wanted to acquire knowledge and skill were mental health （59.3%）,rehabilitation （47.1%）,pediatrics （41.0%）,and obstetrics （37.5%）.No significant differences were found in the willingness to train GPs （x2 =3.34,P 〉 0.05） and whether they would become or continue to become a GP supervisor after the training （x2 =l.106,P 〉 0.05）.Conclusions：Although most preceptors were under on-the-job training,they were glad to train GPs.To be qualified,preceptors should be trained according to the actual needs of GP preceptors.
基金The authors received no financial support for the research,authorship,and/or publication of this article.
文摘Purpose:This paper provides a detailed analysis of inclusive education policies in the context of major system reform in Wales,United Kingdom.Wales is currently undergoing the most significant changes to its education system since political devolution from the U.K.Government in I999.Key to these changes is the new Curriculum for Wales and the Additional Learning Needs(ALN)regulations;alongside these and wider system-level reforms,there is an ambition to create an inclusive education system in Wales.This paper explores how inclusion is articulated and communicated within the key policy and guidance documents,using two continuums-"practice"and"values"to map and interpret these documents.Design/Approach/Methods:This paper uses critical policy analysis to make sense of these various inclusive education policy reforms in Wales.Findings:The analysis reveals that despite a foregrounded commitment to inclusion,there is disparity both within and between the policy and guidance documents.Originality/Value:The paper highlights the lack of coherence of key messages articulated through education policy documentation in Wales,providing insight into the emerging national education system reforms,as well as developing an approach for evaluating inclusive education systems inotherjurisdictions.
