To investigate mainstream kindergarten teachers’attitudes towards inclusive education for children with special needs,this study surveyed 422 teachers from 26 inclusive kindergartens in Suzhou.The findings indicate t...To investigate mainstream kindergarten teachers’attitudes towards inclusive education for children with special needs,this study surveyed 422 teachers from 26 inclusive kindergartens in Suzhou.The findings indicate that while teachers in inclusive settings possess some understanding of children with special needs,this knowledge remains limited.Teachers expressed greater willingness to accept children with special needs into mainstream kindergartens when adequate teaching support is available and parents of typically developing children are supportive.Based on these findings,recommendations are proposed to provide empirical reference points for advancing preschool inclusive education in China.展开更多
Inclusive education is the mainstream of developing education for persons with disabilities worldwide.It advocates the recognition and protection of the right of persons with disabilities to receive inclusive educatio...Inclusive education is the mainstream of developing education for persons with disabilities worldwide.It advocates the recognition and protection of the right of persons with disabilities to receive inclusive education in mainstream schools.From the perspective of inclusive education,the educational assistance system for persons with disabilities represents a theoretical innovation in traditional educational support methods,playing a crucial role in integrating persons with disabilities into society,reversing their disadvantaged status,and maintaining educational equity.At present,China's legal system for inclusive education assistance for persons with disabilities needs improvement,and faces several obstacles,including conceptual“limited capacity”,“monotonous”subjects,“crowding-out”obstacles and supervision“absence”obstacles.It is urgent to begin with the transformation of the rule of law concept,clarify the legal positioning of multiple responsibility subjects,achieve mutual reinforcement of education law and education aid legislation,establish a supervision system for inclusive education assistance,and improve the legal framework for educational assistance for persons with disabilities.This will ensure that persons with disabilities can successfully realize their right to education,share in the benefits of social development,and ultimately contribute to achieving common prosperity.展开更多
In recent years,thanks to the vigorous promotion by UNESCO,inclusive education has rapidly developed and spread worldwide.Governments across various nations have responded and implemented this approach,successively in...In recent years,thanks to the vigorous promotion by UNESCO,inclusive education has rapidly developed and spread worldwide.Governments across various nations have responded and implemented this approach,successively introducing laws and policies to ensure that children with special needs are better integrated into society and receive a comprehensive education.This paper begins by exploring the concept and connotation of inclusive education.Through an international comparative perspective,it conducts a comparative analysis of the policy evolution of inclusive education in China and the United Kingdom.Furthermore,it investigates the implications that advanced international policy experiences have for the development of inclusive education in China.展开更多
At present,the public is beginning to pay attention to education and the growth of young children,and inclusive education is gradually being valued by the public.Society needs to treat everyone equally,include all chi...At present,the public is beginning to pay attention to education and the growth of young children,and inclusive education is gradually being valued by the public.Society needs to treat everyone equally,include all children,oppose discrimination and exclusion,and protect the right to education of children with special needs.By discovering and eliminating various learning obstacles,all children have more opportunities to participate in learning and realize the personalization of teaching models.The implementation of inclusive education in kindergartens can enable more children with special needs to adapt to and integrate into society.The article discusses the challenges faced by inclusive education in Chinese preschool under the perspective of inclusive education,in order to improve the quality of inclusive education and promote the healthy physical and mental development of children.展开更多
This paper reveals that the implementation of inclusive education is an unfinished challenge,both within the system and for individual self-improvement.This process of changing practices,by continually questioning the...This paper reveals that the implementation of inclusive education is an unfinished challenge,both within the system and for individual self-improvement.This process of changing practices,by continually questioning the school’s responsibility for the(re)production of inequalities,exclusion,and unequal social relations,is riddled with obstacles,unpredictable situations,and strong emotions.In particular,the researchers point out that many systemic mechanisms of school culture contribute to replicating and reifying hierarchical school experiences and exacerbating processes of institutional discrimination against immigrant backgrounds and/or racialized students.The empirical research presented also highlights the school staff’s deficit thinking toward immigrant students and their parents.The results show that staff tend to use linguistic and cultural gaps between students and the school system to explain academic failure.Be that as it may,the researchers as well as the school actors and students interviewed in this paper suggest multiple ways to improve inclusion in the school context,stressing the importance of giving voice to the various actors in order to move toward institutional transformation.展开更多
This literature review provides an overview of existing research and compares,and contrasts aims and definitions of Inclusive Education(IE)policies in China and Australia.It begins with the development of IE in each c...This literature review provides an overview of existing research and compares,and contrasts aims and definitions of Inclusive Education(IE)policies in China and Australia.It begins with the development of IE in each country;then it describes definition and concept of IE.The last section summarizes research in early childhood education in both countries.展开更多
Inclusive Education is one of the most advanced educational concepts at the present time. It advocates raising the participation of children and alleviating the exclusion problems between them at the same time. Althou...Inclusive Education is one of the most advanced educational concepts at the present time. It advocates raising the participation of children and alleviating the exclusion problems between them at the same time. Although China is a large agricultural country, under the situation of fast-growing economic development, an increasing number of adults prefer to work in big city,we call this"working fever". This situation contributes to a growing number of Left-behind children, the problem became severer. As a major receiver of basic education in China, Left-behind children may easily suffering from the problems due to their family. This violates the original intention of Inclusive Education.展开更多
Inclusive education is an inevitable trend in today's international educational development. It is also one of the platforms for civilized society to fully embody the concepts of freedom, equality and mutual suppo...Inclusive education is an inevitable trend in today's international educational development. It is also one of the platforms for civilized society to fully embody the concepts of freedom, equality and mutual support. Our country attaches great importance to the development of inclusive education in order to promote it in all cities across the country in terms of policies and regulations, university studies, etc. The development of inclusive education in China still faces the problem of low educational quality and serious shortage of educational background. Such as the appointment of teachers, lack of standards and norms of behavior.展开更多
Due to the rapid economic development in our country, the significant improvement in the cultural level of people from all walks of life, and the continuous strengthening of the concept of national fairness, under thi...Due to the rapid economic development in our country, the significant improvement in the cultural level of people from all walks of life, and the continuous strengthening of the concept of national fairness, under this premise, the pace of democratization construction also needs to be faster and faster, and the preschool education major in domestic colleges and universities is also facing more and more risks. In order to expand the contingent of teachers in China, colleges and universities with pre-school education majors gradually expand the scope of enrollment. In addition, this major will inevitably be discriminated against to varying degrees. Therefore, in order to meet the requirements of students' progress in pre-school education and improve the teaching quality, it is urgent to carry out a profound research on the revolutionary route of pre-school education in colleges and universities under the requirements of inclusive education. At the present stage, China pays great attention to the field of education. It is of great significance to explore the educational revolution of pre-school education in colleges and universities, to improve the reserve of teachers in pre-school education in China, and to promote the self-improvement of students in pre-school education as a whole. Not only that, inclusive education values all students, and its appearance meets the needs of the times. Based on this, this article studies the teaching reform path of pre-school education major in universities from the perspective of inclusive education for reference.展开更多
Inclusive education is the transformation of the system,it highlights the difference and diversity,to strengthen the development of skills,under the premise of respect for difference and diversity(Barton,2013).Today,e...Inclusive education is the transformation of the system,it highlights the difference and diversity,to strengthen the development of skills,under the premise of respect for difference and diversity(Barton,2013).Today,educational inclusion is carried out and meets the educational needs of students individually,where the actors in the educational process contribute to learning while respecting the differences and diversity of each individual.By fulfilling the transformative and integrative role that improves skills and breaks down the barriers that arise in learning,Contemporary education has taken on the challenge of promoting various programs aimed at fostering inclusive teaching and learning processes that facilitate attention to diversity.It is evident that the integration of students with special needs into regular schools has led to significant changes in the curriculum,infrastructure,and teacher training.In the last ten years,inclusive education has made significant progress,but much remains to be done to expand inclusive spaces.展开更多
Purpose:A growing body of research has focused on the topic of inclusive education for ethnic minorities in Hong Kong.At the same time,few scholars have explored the role technology can play in enhancing inclusivity w...Purpose:A growing body of research has focused on the topic of inclusive education for ethnic minorities in Hong Kong.At the same time,few scholars have explored the role technology can play in enhancing inclusivity within the context of quality education.This study examines how the differentiated use of technology that takes into account disparities in prior knowledge can benefit students of different learning backgrounds.Design/Approach/Methods:This study adopted an experimental design to investigate how content-specific and content-neutral technologies can be strategically used to support the classroom discussions of Chinese and ethnic minority students’learning Chinese language and mathematics.One hundred and twenty-one secondary school students participated in the study.Each student was randomly assigned to a condition,in a 2(ethnicity:Chinese vs.ethnic minority)2(content:content-specific first vs.content-neutral first)design.Findings:The study found that(a)for Chinese language lessons,ethnic minority students preferred to learn with content-neutral and content-specific technologies in prediscussion and postdiscussion activities,respectively;whereas the Chinese students’preferences were the opposite and(b)for mathematics lessons,both groups of students performed better when content-specific and content-neutral technologies were used in prediscussion and postdiscussion activities,respectively.Originality/Value:The study presents five practical suggestions for the strategic use of technology in inclusive classrooms in Hong Kong.展开更多
This study investigated the attitudes of primary school teachers from the selected rural and urban areas in China toward inclusive education.The results indicated that,(1)teachers’attitudes are composed of three dime...This study investigated the attitudes of primary school teachers from the selected rural and urban areas in China toward inclusive education.The results indicated that,(1)teachers’attitudes are composed of three dimensions:positive and negative effects of inclusion,and benefits of segregated special education;(2)most surveyed teachers demonstrated positive attitudes toward segregated special school education while supporting inclusion;(3)rural and urban teachers held significantly different attitudes toward inclusion,and urban teachers were more negative toward inclusion than rural ones;and(4)teachers’attitudes were not essentially influenced by resources,teaching years or relevant special education training.展开更多
By combining theories of education, human rights law, and political philosophy, the author provides lenses to understanding inclusive education, thereby establishing consensus on the new, cognitive grounds over the de...By combining theories of education, human rights law, and political philosophy, the author provides lenses to understanding inclusive education, thereby establishing consensus on the new, cognitive grounds over the description of a better inclusive education system for all children. The investigation is guided by two research questions. The first question concerns what description we should hold for a better education system inclusive of disabled children. The second addresses how to arrive at a consensus over that better system among stakeholders and within the whole society. To answer these questions, the investigation is conducted through both transcendental and comparative routes. Firstly, to contextualize this research, a brief review of theoretical disagreements on inclusive education is provided, and a case study of China＇s struggles towards inclusion is presented. The theoretical review and the case study provide concrete information for later assessment and comparison between reality and the ideal plan. Meanwhile, the author discusses ways to go beyond binary thoughts and disorganized practice. To achieve the goal, transcendental thought experiments are employed to generate new grounds for a more comprehensive, inclusive project; the idea of a right to inclusive education is elaborated.展开更多
In connection with the historical context of social segregation and the assimilative aim of formal education imposed on them,the Indigenous Peoples of Québec have long been excluded from higher education.Today,ev...In connection with the historical context of social segregation and the assimilative aim of formal education imposed on them,the Indigenous Peoples of Québec have long been excluded from higher education.Today,even if their graduation rates are increasing,a persistent gap with the non-Indigenous population is maintained.The data in this article are drawn from 23 interviews with students and university graduates of the First Nations of Québec,as part of a thesis in educational sciences.Our paper analyzes how these students manage to combine the contributions of Indigenous education with those of Western education by developing paths that are part of the decolonization movement of education.Their relationship to Indigenous identity and cultures clearly influences their educational background and is analyzed taking into account power relations with the dominant culture.Our paper emphasizes more particularly the relationship to studies,the adaptation to the student profession,and the balance between studies,work,and family among Indigenous students,in a context of transition from university to multiversity which contributed to the increase of Indigenous university attendance.展开更多
Contemporary education has taken on the challenge of promoting different programs aimed at promoting inclusive teaching-learning processes that facilitate attention to diversity.It is evident that the integration of t...Contemporary education has taken on the challenge of promoting different programs aimed at promoting inclusive teaching-learning processes that facilitate attention to diversity.It is evident that the integration of the students with special needs in the regular educational centers has originated significant changes in the curriculum,infrastructure,and formation between the teachers.In the last 10 years,educational inclusion has made significant progress,but much remains to be done to expand inclusive spaces.展开更多
Contemporary education has taken on the challenge of promoting different programs aimed at promoting inclusive teaching-learning processes that facilitate attention to diversity.It is evident that the integration of s...Contemporary education has taken on the challenge of promoting different programs aimed at promoting inclusive teaching-learning processes that facilitate attention to diversity.It is evident that the integration of students with special needs in regular educational centers has caused significant changes in the curriculum,infrastructure,and training among teachers.In the last 10 years,educational inclusion has made significant progress,but much remains to be done to expand inclusive spaces.展开更多
Inclusive education is the transformation of the system,it highlights difference and diversity,to strengthen the development of skills,under the premise of respect for difference and diversity(Barton L,(2013).Today,ed...Inclusive education is the transformation of the system,it highlights difference and diversity,to strengthen the development of skills,under the premise of respect for difference and diversity(Barton L,(2013).Today,educational inclusion is carries out and attends to the educational needs of students individually,where the actors of the educational process contribute to learning while respecting the differences and diversity of each individual,by fulfilling the transforming and integrating role that improves skills and breaks with barriers to learning.Contemporary education has taken on the challenge of promoting different programs aimed at promoting inclusive teaching-learning processes that facilitate attention to diversity.It is evident that the integration of students with special needs in regular educational centers has caused significant changes in the curriculum,infrastructure,and training among teachers.In the last 10 years,educational inclusion has made significant progress,but much remains to be done to expand inclusive spaces.展开更多
Hearing loss is a significant barrier to academic achievement,with hearing-impaired(HI)individuals often facing challenges in speech recognition,language development,and social interactions.Lip-reading,a crucial skill...Hearing loss is a significant barrier to academic achievement,with hearing-impaired(HI)individuals often facing challenges in speech recognition,language development,and social interactions.Lip-reading,a crucial skill for HI individuals,is essential for effective communication and learning.However,the COVID-19 pandemic has exacerbated the challenges faced by HI individuals,with the face masks hindering lip-reading.This literature review explores the relationship between hearing loss and academic achievement,highlighting the importance of lip-reading and the potential of artificial intelligence(AI)techniques in mitigating these challenges.The introduction of Voice-to-Text(VtT)technology,which provides real-time text captions,can significantly improve speech recognition and academic performance for HI students.AI models,such as Hidden Markov models and Transformer models,can enhance the accuracy and robustness of VtT technology in diverse educational settings.Furthermore,VtT technology can facilitate better teacher-student interactions,provide transcripts of lectures and classroom discussions,and bridge the gap in standardized testing performance between HI and hearing students.While challenges and limitations exist,the successful implementation of VtT technology can promote inclusive education and enhance academic achievement.Future research directions include popularizing VtT technology,addressing technological barriers,and customizing VtT systems to cater to individual needs.展开更多
Introduction.Inclusive education aims to ensure students with special needs participate equally in societal life(Haring et al.,1994;Shen&Yin,2024;Winzer,1993).It is based on the belief that education is both a fun...Introduction.Inclusive education aims to ensure students with special needs participate equally in societal life(Haring et al.,1994;Shen&Yin,2024;Winzer,1993).It is based on the belief that education is both a fundamental human right and the foundation of a just society(UNESCO,2009).While disability groups receive significant attention,children with severe illnesses are often overlooked in educational discussions.These children are typically told to"heal first,return to school,and catch up later"(Ratnapalan et al.,2009)or to spend their final moments in comfort.However.展开更多
基金General Research Program in Philosophy and Social Sciences for Jiangsu Higher Education Institutions,“Exploring Theoretical Models and Innovative Practices in Inclusive Education Competence for Pre-service Teachers”(Project No.:2021SJA1422)。
文摘To investigate mainstream kindergarten teachers’attitudes towards inclusive education for children with special needs,this study surveyed 422 teachers from 26 inclusive kindergartens in Suzhou.The findings indicate that while teachers in inclusive settings possess some understanding of children with special needs,this knowledge remains limited.Teachers expressed greater willingness to accept children with special needs into mainstream kindergartens when adequate teaching support is available and parents of typically developing children are supportive.Based on these findings,recommendations are proposed to provide empirical reference points for advancing preschool inclusive education in China.
基金Phased result of“Research on the Legal Mechanism for Realizing Active Employment in the Social Assistance Law”,a general project of the National Social Science Fund of China(21BFX127)。
文摘Inclusive education is the mainstream of developing education for persons with disabilities worldwide.It advocates the recognition and protection of the right of persons with disabilities to receive inclusive education in mainstream schools.From the perspective of inclusive education,the educational assistance system for persons with disabilities represents a theoretical innovation in traditional educational support methods,playing a crucial role in integrating persons with disabilities into society,reversing their disadvantaged status,and maintaining educational equity.At present,China's legal system for inclusive education assistance for persons with disabilities needs improvement,and faces several obstacles,including conceptual“limited capacity”,“monotonous”subjects,“crowding-out”obstacles and supervision“absence”obstacles.It is urgent to begin with the transformation of the rule of law concept,clarify the legal positioning of multiple responsibility subjects,achieve mutual reinforcement of education law and education aid legislation,establish a supervision system for inclusive education assistance,and improve the legal framework for educational assistance for persons with disabilities.This will ensure that persons with disabilities can successfully realize their right to education,share in the benefits of social development,and ultimately contribute to achieving common prosperity.
文摘In recent years,thanks to the vigorous promotion by UNESCO,inclusive education has rapidly developed and spread worldwide.Governments across various nations have responded and implemented this approach,successively introducing laws and policies to ensure that children with special needs are better integrated into society and receive a comprehensive education.This paper begins by exploring the concept and connotation of inclusive education.Through an international comparative perspective,it conducts a comparative analysis of the policy evolution of inclusive education in China and the United Kingdom.Furthermore,it investigates the implications that advanced international policy experiences have for the development of inclusive education in China.
文摘At present,the public is beginning to pay attention to education and the growth of young children,and inclusive education is gradually being valued by the public.Society needs to treat everyone equally,include all children,oppose discrimination and exclusion,and protect the right to education of children with special needs.By discovering and eliminating various learning obstacles,all children have more opportunities to participate in learning and realize the personalization of teaching models.The implementation of inclusive education in kindergartens can enable more children with special needs to adapt to and integrate into society.The article discusses the challenges faced by inclusive education in Chinese preschool under the perspective of inclusive education,in order to improve the quality of inclusive education and promote the healthy physical and mental development of children.
文摘This paper reveals that the implementation of inclusive education is an unfinished challenge,both within the system and for individual self-improvement.This process of changing practices,by continually questioning the school’s responsibility for the(re)production of inequalities,exclusion,and unequal social relations,is riddled with obstacles,unpredictable situations,and strong emotions.In particular,the researchers point out that many systemic mechanisms of school culture contribute to replicating and reifying hierarchical school experiences and exacerbating processes of institutional discrimination against immigrant backgrounds and/or racialized students.The empirical research presented also highlights the school staff’s deficit thinking toward immigrant students and their parents.The results show that staff tend to use linguistic and cultural gaps between students and the school system to explain academic failure.Be that as it may,the researchers as well as the school actors and students interviewed in this paper suggest multiple ways to improve inclusion in the school context,stressing the importance of giving voice to the various actors in order to move toward institutional transformation.
文摘This literature review provides an overview of existing research and compares,and contrasts aims and definitions of Inclusive Education(IE)policies in China and Australia.It begins with the development of IE in each country;then it describes definition and concept of IE.The last section summarizes research in early childhood education in both countries.
文摘Inclusive Education is one of the most advanced educational concepts at the present time. It advocates raising the participation of children and alleviating the exclusion problems between them at the same time. Although China is a large agricultural country, under the situation of fast-growing economic development, an increasing number of adults prefer to work in big city,we call this"working fever". This situation contributes to a growing number of Left-behind children, the problem became severer. As a major receiver of basic education in China, Left-behind children may easily suffering from the problems due to their family. This violates the original intention of Inclusive Education.
文摘Inclusive education is an inevitable trend in today's international educational development. It is also one of the platforms for civilized society to fully embody the concepts of freedom, equality and mutual support. Our country attaches great importance to the development of inclusive education in order to promote it in all cities across the country in terms of policies and regulations, university studies, etc. The development of inclusive education in China still faces the problem of low educational quality and serious shortage of educational background. Such as the appointment of teachers, lack of standards and norms of behavior.
文摘Due to the rapid economic development in our country, the significant improvement in the cultural level of people from all walks of life, and the continuous strengthening of the concept of national fairness, under this premise, the pace of democratization construction also needs to be faster and faster, and the preschool education major in domestic colleges and universities is also facing more and more risks. In order to expand the contingent of teachers in China, colleges and universities with pre-school education majors gradually expand the scope of enrollment. In addition, this major will inevitably be discriminated against to varying degrees. Therefore, in order to meet the requirements of students' progress in pre-school education and improve the teaching quality, it is urgent to carry out a profound research on the revolutionary route of pre-school education in colleges and universities under the requirements of inclusive education. At the present stage, China pays great attention to the field of education. It is of great significance to explore the educational revolution of pre-school education in colleges and universities, to improve the reserve of teachers in pre-school education in China, and to promote the self-improvement of students in pre-school education as a whole. Not only that, inclusive education values all students, and its appearance meets the needs of the times. Based on this, this article studies the teaching reform path of pre-school education major in universities from the perspective of inclusive education for reference.
文摘Inclusive education is the transformation of the system,it highlights the difference and diversity,to strengthen the development of skills,under the premise of respect for difference and diversity(Barton,2013).Today,educational inclusion is carried out and meets the educational needs of students individually,where the actors in the educational process contribute to learning while respecting the differences and diversity of each individual.By fulfilling the transformative and integrative role that improves skills and breaks down the barriers that arise in learning,Contemporary education has taken on the challenge of promoting various programs aimed at fostering inclusive teaching and learning processes that facilitate attention to diversity.It is evident that the integration of students with special needs into regular schools has led to significant changes in the curriculum,infrastructure,and teacher training.In the last ten years,inclusive education has made significant progress,but much remains to be done to expand inclusive spaces.
文摘Purpose:A growing body of research has focused on the topic of inclusive education for ethnic minorities in Hong Kong.At the same time,few scholars have explored the role technology can play in enhancing inclusivity within the context of quality education.This study examines how the differentiated use of technology that takes into account disparities in prior knowledge can benefit students of different learning backgrounds.Design/Approach/Methods:This study adopted an experimental design to investigate how content-specific and content-neutral technologies can be strategically used to support the classroom discussions of Chinese and ethnic minority students’learning Chinese language and mathematics.One hundred and twenty-one secondary school students participated in the study.Each student was randomly assigned to a condition,in a 2(ethnicity:Chinese vs.ethnic minority)2(content:content-specific first vs.content-neutral first)design.Findings:The study found that(a)for Chinese language lessons,ethnic minority students preferred to learn with content-neutral and content-specific technologies in prediscussion and postdiscussion activities,respectively;whereas the Chinese students’preferences were the opposite and(b)for mathematics lessons,both groups of students performed better when content-specific and content-neutral technologies were used in prediscussion and postdiscussion activities,respectively.Originality/Value:The study presents five practical suggestions for the strategic use of technology in inclusive classrooms in Hong Kong.
文摘This study investigated the attitudes of primary school teachers from the selected rural and urban areas in China toward inclusive education.The results indicated that,(1)teachers’attitudes are composed of three dimensions:positive and negative effects of inclusion,and benefits of segregated special education;(2)most surveyed teachers demonstrated positive attitudes toward segregated special school education while supporting inclusion;(3)rural and urban teachers held significantly different attitudes toward inclusion,and urban teachers were more negative toward inclusion than rural ones;and(4)teachers’attitudes were not essentially influenced by resources,teaching years or relevant special education training.
文摘By combining theories of education, human rights law, and political philosophy, the author provides lenses to understanding inclusive education, thereby establishing consensus on the new, cognitive grounds over the description of a better inclusive education system for all children. The investigation is guided by two research questions. The first question concerns what description we should hold for a better education system inclusive of disabled children. The second addresses how to arrive at a consensus over that better system among stakeholders and within the whole society. To answer these questions, the investigation is conducted through both transcendental and comparative routes. Firstly, to contextualize this research, a brief review of theoretical disagreements on inclusive education is provided, and a case study of China＇s struggles towards inclusion is presented. The theoretical review and the case study provide concrete information for later assessment and comparison between reality and the ideal plan. Meanwhile, the author discusses ways to go beyond binary thoughts and disorganized practice. To achieve the goal, transcendental thought experiments are employed to generate new grounds for a more comprehensive, inclusive project; the idea of a right to inclusive education is elaborated.
文摘In connection with the historical context of social segregation and the assimilative aim of formal education imposed on them,the Indigenous Peoples of Québec have long been excluded from higher education.Today,even if their graduation rates are increasing,a persistent gap with the non-Indigenous population is maintained.The data in this article are drawn from 23 interviews with students and university graduates of the First Nations of Québec,as part of a thesis in educational sciences.Our paper analyzes how these students manage to combine the contributions of Indigenous education with those of Western education by developing paths that are part of the decolonization movement of education.Their relationship to Indigenous identity and cultures clearly influences their educational background and is analyzed taking into account power relations with the dominant culture.Our paper emphasizes more particularly the relationship to studies,the adaptation to the student profession,and the balance between studies,work,and family among Indigenous students,in a context of transition from university to multiversity which contributed to the increase of Indigenous university attendance.
文摘Contemporary education has taken on the challenge of promoting different programs aimed at promoting inclusive teaching-learning processes that facilitate attention to diversity.It is evident that the integration of the students with special needs in the regular educational centers has originated significant changes in the curriculum,infrastructure,and formation between the teachers.In the last 10 years,educational inclusion has made significant progress,but much remains to be done to expand inclusive spaces.
文摘Contemporary education has taken on the challenge of promoting different programs aimed at promoting inclusive teaching-learning processes that facilitate attention to diversity.It is evident that the integration of students with special needs in regular educational centers has caused significant changes in the curriculum,infrastructure,and training among teachers.In the last 10 years,educational inclusion has made significant progress,but much remains to be done to expand inclusive spaces.
文摘Inclusive education is the transformation of the system,it highlights difference and diversity,to strengthen the development of skills,under the premise of respect for difference and diversity(Barton L,(2013).Today,educational inclusion is carries out and attends to the educational needs of students individually,where the actors of the educational process contribute to learning while respecting the differences and diversity of each individual,by fulfilling the transforming and integrating role that improves skills and breaks with barriers to learning.Contemporary education has taken on the challenge of promoting different programs aimed at promoting inclusive teaching-learning processes that facilitate attention to diversity.It is evident that the integration of students with special needs in regular educational centers has caused significant changes in the curriculum,infrastructure,and training among teachers.In the last 10 years,educational inclusion has made significant progress,but much remains to be done to expand inclusive spaces.
文摘Hearing loss is a significant barrier to academic achievement,with hearing-impaired(HI)individuals often facing challenges in speech recognition,language development,and social interactions.Lip-reading,a crucial skill for HI individuals,is essential for effective communication and learning.However,the COVID-19 pandemic has exacerbated the challenges faced by HI individuals,with the face masks hindering lip-reading.This literature review explores the relationship between hearing loss and academic achievement,highlighting the importance of lip-reading and the potential of artificial intelligence(AI)techniques in mitigating these challenges.The introduction of Voice-to-Text(VtT)technology,which provides real-time text captions,can significantly improve speech recognition and academic performance for HI students.AI models,such as Hidden Markov models and Transformer models,can enhance the accuracy and robustness of VtT technology in diverse educational settings.Furthermore,VtT technology can facilitate better teacher-student interactions,provide transcripts of lectures and classroom discussions,and bridge the gap in standardized testing performance between HI and hearing students.While challenges and limitations exist,the successful implementation of VtT technology can promote inclusive education and enhance academic achievement.Future research directions include popularizing VtT technology,addressing technological barriers,and customizing VtT systems to cater to individual needs.
基金supported by the New Sunshine Charity Foundation for the project"Development and Management System Construction for the New Sunshine Hospital School Education"。
文摘Introduction.Inclusive education aims to ensure students with special needs participate equally in societal life(Haring et al.,1994;Shen&Yin,2024;Winzer,1993).It is based on the belief that education is both a fundamental human right and the foundation of a just society(UNESCO,2009).While disability groups receive significant attention,children with severe illnesses are often overlooked in educational discussions.These children are typically told to"heal first,return to school,and catch up later"(Ratnapalan et al.,2009)or to spend their final moments in comfort.However.
