美国伯克利代写Assignment:特殊教育

2017-06-26 22:19

因此，不仅是政策促进学生纳入特殊教育需要和残疾的影响那些有特殊教育需要的儿童和残疾儿童，当这样的主流，这些政策也影响教师的方式都可以进行自己的工作，从能教所有的孩子在他们的照顾，同样，同等重视。这被认为是特别关注的，当有特殊教育需要的学生的行为问题儿童（谁，正如我们已经看到的，一直在主流学校的设置数量稳步上升），这些孩子都要求很高的教师，其中，如果老师十分注意这些学生的管理教师的行为可能导致教师有较少的时间投入到他们班上的“正常”儿童，这就导致了在主流教室中不应该接受特殊教育需求和残疾儿童的观点。对于主流教师来说，很少有足够的培训来充分地教育这些孩子，并且照顾好这些孩子，因此，这些儿童所需的基本护理往往是不存在的。美国伯克利代写Assignment:特殊教育.相反，如果教师在教学中能够很好的和有特殊教育需要的学生管理，和过分专注于这些学生在他们的课堂上，这就导致了“正常”的孩子在课堂上错过了老师的时间和精力。有一种微妙的平衡，因此，就当老师课堂包括有特殊教育需要的或残疾的孩子，在照顾孩子和满足他们的个人需求，也有其他学生在课堂上有充分的时间。为此，许多教育工作者和许多家长反对纳入和纳入主流的观点，认为这些政策没有实际意义，除了满足政府关于如何纳入理想工作的想法。
美国伯克利代写Assignment:特殊教育
Thus not only do policies to promote the inclusion of pupils with special educational needs and disabilities affect those children with special educational needs and disabilities, when such children are mainstreamed, these policies also affect the ways in teachers are able to carry out their job, in terms of being able to teach all children in their care equally and with equal attention.This has been noted to be of special concern when the pupils with special educational needs are children with behavioural problems (whom, as we have seen, have been steadily increasing in numbers in mainstream school settings), as these children are very demanding of teachers time, which, if the teacher pays a great deal of attention to managing these pupils behaviour can lead to the teacher having less time to dedicate to the ‘normal’ children in their class.This leads to the argument that special educational needs and disabled children should not be educated in mainstream classrooms. Seldom is the level of training sufficient for mainstream teachers to teach these children adequately, and to care for these children well enough, so that the basic care needed for these children is often not present. Conversely, if the teachers are well versed in teaching and managing pupils with special educational needs, and concentrate too much on these pupils within their classroom, this leads to the ‘normal’ children in the class missing out on the teacher’s time and attention.There is, thus, a delicate balance to be struck when a teacher’s classroom includes children with special educational needs or disabilities, between caring for that individual child and accommodating their needs, and also having adequate time for the other pupils in the class. For this reason, many educators, and many parents, argue against the idea of inclusion and mainstreaming, arguing that these policies serve no practical purpose, other than fulfilling the Government’s idea of how inclusion should ideally work.

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