一朵花 發問時間: 社會與文化語言 · 1 0 年前

關於特殊教育內容<<英翻中>>

關於特殊教育內容<<英翻中>>軟體勿進

makes provision for inclusive education, is now in force, there remain still certain policies

and practices that marginalize or even exclude some children from receiving equal

educational opportunities in Cyprus. An important factor that appears to receive less

attention than it should by the MEC—and that actually seems to lead directly to the

marginalization of some children—concerns the part played by the children themselves.

We observed, in many instances, that children deemed to have special needs

tended to be treated as ‘different’ by their peers, having no place among them.

What seems to be a dominant theme is that the behaviour of ‘normal’ children, as

well as the behaviour of teachers, is socially constructed within the school itself,

through those taken-for-granted values and beliefs transferred from generation to

generation (or from one academic year to the next) by both teachers and pupils.

These norms perpetuate the existing culture of marginalization and prevent the development

of a new inclusive practice. Children, with the unconscious help of teachers,

construct certain behaviours that tend to maintain and promote values set by the

traditional school. The traditional school tends to reinforce those children with high

achievement and to ‘punish’ low-achievers. High-achieving, quiet children promote

the interests of the teachers; and in contrast, low-achievers and children with behaviour

difficulties violate their interests. Children considered as having special needs are

often placed in this second category and, therefore, the existing culture tends to

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  • 1 0 年前
    最佳解答

    供應包含教育, 現在是生效, 那裡保留仍然從接受排斥甚至排除一些孩子相等的教育機會在塞浦路斯的某些政策和實踐。比它看上去受到較少注意的一個重要因素應該由MEC 和實際上似乎導致直接地marginalization 一些孩子有關作用由孩子起。我們觀察了, 在許多情況下, 孩子沒有視為安排特別需要傾向於對待` 不同'

    由他們的同輩, 有地方在他們之中。什麼似乎是一個統治題材是, ` 正常' 孩子行為, 並且老師行為, 社會上被修建在學校之內, 通過那些採取為授予了價值和信仰轉移從世代到世代(或從一個學年對下) 由老師和學生。這些準則使marginalization 永存現有的文化和防止新包含實踐的發展。孩子, 在老師不自覺的幫助下, 修建傾向於堅持和促進價值由傳統學校設置的某些行為。傳統學校傾向於加強那些孩子以大成就和對` 懲罰' low-achievers 。高達到, 安靜的孩子促進老師的興趣; 並且相反, low-achievers 和孩子有行為困難違犯他們的興趣。孩子被考慮作為有特別需要經常被安置在這個第二個類別並且, 因此, 現有的文化趨向

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