维多利亚代写Essay:特殊教育

2019-05-08 15:07

有特殊教育需要的儿童通常就读于特殊教育学校或接受主流教育。那些被纳入主流学校环境的学生经常会经历一些老师的消极态度或行为。许多人认为SEN通常指的是患有自闭症、行为、情感和社交障碍、视觉或听力障碍的学生。然而,S E N中描述代码的练习是指学生有很大困难在学习相比,大部分的学生的年龄或有残疾,阻止他们一般教育设施的充分利用。森的孩子谁进入主流学校可能整天在主流类,其他人可能会退出类的,有些人可能很少见到同龄人如区位包容,他们去同一学校,但仍局限于自己的特殊单位。。辛克莱·泰勒(Sinclair Taylor, 1995)与森一起对经历过这种“包容”的学生进行了调查。他发现孩子们知道他们是不同的，他们知道自己受到了不同的对待。人们对他人差异所持的消极态度和态度可能会导致社会中的偏见和歧视等消极行为。这就成为教育和学习的一个重大障碍。包容能战胜这种消极思想吗?
维多利亚代写Essay:特殊教育
Children with Special Educational Needs (SEN) usually attend a SEN school or attend mainstream education. Those who are included in a mainstream school setting often experience negative attitudes or behaviour from some teachers. Many assume SEN usually refers to students with autism, BESD (behavioural, emotional and social difficulty), visual or hearing impairments. However, S E N as described in the Code of Practice refers to pupils who have a significant difficulty in learning when compared to the majority of pupils of their age or who have a disability which prevents them from making full use of the general educational facilities which are provided. Children with SEN who do attend mainstream schools may be in a mainstream class all day, others may be withdrawn from the class for a period of the day and some may rarely meet their typically developing peers e.g. locational inclusion whereby they go to the same campus but are still confined to their own special unit. . Sinclair Taylor (1995) investigated pupils with SEN who experienced this type of “inclusion.” He found that the children knew they were different and that they knew they were being treated differently. Negative approaches and attitudes people have towards others’ differences can then result in negative behaviour such as prejudice and discrimination within society. This then exhibits itself as a significant hindrance to education and learning. Can inclusion conquer this negative thought, or at least attempt to?

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