英国赫尔大学代写论文:Y阶段

Keywords:英国赫尔大学代写论文

特殊需要儿童的特殊教育在被法院认可之前经历了人的Y阶段。第一阶段的特殊教育是最大的时间跨度。基础阶段是从1800岁到1930岁，有学习问题的孩子被称为哑巴，弱智，甚至脑损伤。学生们被贴上脑损伤的原因是因为对战争受害者和战争士兵的研究。许多士兵头部受伤，他们的行为方式与“脑损伤”学生的行为方式不同。在这个时期，研究人员和医生确定了大脑中与语言有关的区域，或大脑的语言功能，然后在1930开始了过渡阶段，一直持续到1960。这一阶段在“脑损伤”儿童的教育方面有一些转折点。研究人员开发了评估工具，分析了特定类型的学习问题，并提出了“脑损伤”儿童的教学计划。在这个阶段，对有学习问题的孩子的标签没有“脑损伤”那么苛刻。这些学生被称为“脑功能障碍最小的儿童”，然后对有学习问题的学生进行教育的过渡阶段后来被称为从1960岁到1980岁的融合阶段。
英国赫尔大学代写论文:Y阶段
The special education for special needs children went through man y phases before they were recognized by the court systems. The first phase of special education is the largest span of time. The foundation Phase was from 1800 to 1930, children who had any sign of learning problems were labeled as being dumb, retarded, and even brain injured. The reason students would have been labeled as brain injured is because of studies done on war victims and soldiers of war. Many soldiers had head injuries and the way they acted related vary similarly to the way "brain injured" students acted. At this time period researchers and doctors located the area of the brain related to language, or the language function of the brain.Then there was the transition Phase began in 1930 and lasted until 1960. This phase had some turning points in the way "brain injured" children were taught. Researchers developed instruments for assessments, analyzed specific types of learning problems and also presented a plan for teaching "brain injured" children. At this stage the labeling of the children with learning problems was not as harsh as "brain injured". The students were called "children with minimal brain dysfunction" Then the turning phase for the education of students with learning problems was later called the Integration Phase which lasted from, 1960's to 1980's.