英国格林尼治论文代写:残疾儿童教育

Keywords:英国格林尼治论文代写

残疾儿童教育被认为是无用的运动。过去的假设是残疾人不能成为社会不可或缺的一员。专业人士教残疾儿童不可用，也没有基础设施，以支持教育，培训和康复的特殊儿童。时间已经改变，残疾教育已经开始与焦点。逐渐认识到，残疾儿童的教育和一个有能力的流动儿童的教育同等重要。特殊学校制度在巴基斯坦发展，早在第二十世纪的头十年，但学校没有足够的数量来满足所有特殊的儿童。非政府组织在巴基斯坦特殊教育发展中的重要作用。高校特殊人群支持高等教育的设施不具备。主流学校没有老师和设备以适应特殊儿童（Ali，2003）。四分之一的教师认为他们有足够的包容努力教室的时候，他们正在准备教导残疾学生，或者他们会得到足够的培训纳入工作。这些研究结果被解释为支持的假设，教师认为残疾学生的背景下，普通教育教室的现实，而不是支持普遍的态度，整合。普通教育教师因此表现出一定的包容性，必须解决，如果这种政策的变化是成功的（韦尔奇，1989）。
英国格林尼治论文代写:残疾儿童教育
Education of the disable children was considered as useless exercise. The assumption was in past that a disable person could never become an integral member of the society. Persons with professional expertise to teach disabled children were not available and there was no infrastructure to support the education, training and rehabilitation of special children. The time has changed and the education of disable has started with a focus. A gradual realization has emerged that the education of a disable child is as important as the education of an able bodied main stream child. The special school system evolved in Pakistan as early as first decade of twentieth century, however the schools are not in sufficient numbers to cater all the special children. The role of non-government organizations (NGOs) is very significant in the development of special education in Pakistan. The facilities to support higher education for special people in colleges and universities are not available. The mainstream schools do not have teachers and equipment to accommodate special children (Ali, 2003).One-quarter of the teachers believed that they had sufficient classroom time for inclusion efforts, that they were currently prepared to teach students with disabilities, or that they would receive sufficient training for inclusion efforts. These findings were interpreted as support for the assumption that teachers viewed students with disabilities in the context of the reality of the general education classroom rather than as support for the prevailing attitudes about integration. General education teachers thus demonstrated certain reluctance about inclusion that must be addressed if such a policy change was to be successful (Welch, 1989).