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加拿大皇家山代写论文:包容和批判性的评估

一项对具有特殊教育需求的儿童的包容性实践的批判性评估表明,有许多策略可以被采用——无论是在政策层面上,还是在课堂教学实践中,都可以促进有效的包容性教育。其中包括改进筹资机制和管理程序;与父母和子女更好的沟通和伙伴关系;教师持有的积极的态度和适当的技能;全面参与课程主题;和改进的正式评估。对中学内一些案例研究的分析也揭示了认真对待儿童观点的重要性,以告知未来的包容性实践。然而,在实施包容性的实践中,学校面临着许多障碍。政府政策之间的冲突、标准与联盟的话语以及包容的学校话语之间的冲突使得学校变得更加难以包容。也有教师抱怨缺乏资源,教室里的日常评估工作也有不足之处。此外,过分强调外部专家支持可能会使学生更加边缘化。然而,对中学主流学校的包容性实践的案例研究清楚地表明,包容性的学校发展是一个社会过程,并阐明了对学校实践和政策的不同看法的重要性。因此,如果教育评论员继续收集这些不同形式的证据,这可能使他们能够分析学习和参与的障碍,并对未来的包容性实践提出充分的建议。

加拿大皇家山代写论文:包容和批判性的评估

a critical evaluation of inclusive practice for children with special educational needs in secondary mainstream schools has revealed that there are a number of strategies that can be employed – both at a policy level, and in classroom teaching practice that can contribute towards effective inclusive schooling. These include improved funding mechanisms and management processes; better communication and partnership working with parents and children; a positive attitude and appropriate skills held by teachers; full involvement in curriculum subjects; and improved formal assessments. An analysis of some case studies within secondary schools has also revealed the importance of taking seriously children’s viewpoints in order to inform future inclusive practice. However, there are a number of obstacles that schools face in implementing inclusive practice. The conflicts in government policy between the standards and the league table’s discourse and the inclusive schools discourse make it difficult for schools to become more inclusive. There are also complaints from teachers about the lack of resources available and everyday practice of assessment in classrooms is beset with shortcomings. In addition, there is a danger of placing too much emphasis on outside specialist support which could marginalize pupils even more. Nevertheless, the case studies of inclusive practices in secondary mainstream schools do clearly show that inclusive school development is a social process and clarify the importance of engaging with different views on schools practices and policies. Thus, if educational commentators continue to collect these different forms of evidence, this may enable them to analyse barriers to learning and participation and make thoroughly informed recommendations for future inclusive practice.

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