The situation of “vernacular languages” in the Francoist primary education. Pressures, claims and debates on the inclusion of these languages in the General Education Act of the Spanish State (1970)

2021 ◽  
pp. 1-19
Author(s):  
Marcos Rodríguez Álvarez ◽  
Aida Terrón Bañuelos ◽  
Xosé Antón González Riaño
Keyword(s):  
General Education ◽  
Primary Education ◽  
Education Act

Didactics of primary education

2021 ◽  
Author(s):  
Anna Voroncova ◽  
Tat'yana Sutyagina ◽  
Oksana Pavlova ◽  
Elena Tihomirova ◽  
Anna Samohvalova ◽  
...  
Keyword(s):  
General Education ◽  
Primary Education ◽  
Bachelor's Degree ◽  
Educational Process ◽  
Learning Activity ◽  
Federal State ◽  
Technology Project ◽  
Project Method ◽  
Educational Standard ◽  
State Educational

The requirements of the federal state educational standard of primary general education to the content, technologies and methods of the educational process in primary grades are disclosed. Special attention is paid to the characteristics of the system-activity approach, the technologies of primary education (problem-based learning, developmental learning, activity technology, project method, blended learning, etc.) are highlighted. The methods of teaching all the main academic subjects are presented in detail and concretely. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under bachelor's degree programs in the areas of training 44.03.01 "Pedagogical education" and 44.03.05 "Pedagogical education (with two training profiles)".

scholarly journals Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs

Inclusion ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 83-93 ◽  
Author(s):  
Mary E. Morningstar ◽  
Jennifer A. Kurth
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Past Research ◽  
Support Needs ◽  
Educational Placement ◽  
General Education Curriculum ◽  
Disabilities Education Act ◽  
Policies And Procedures ◽  
Education Act ◽  
Restrictive Environment

Abstract Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities; however, the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with least restrictive environment (LRE) for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.

Respecting Federal, State, and Local Approaches to IDEA and Service Delivery Models

2019 ◽  
pp. 44-82
Keyword(s):  
Special Education ◽  
General Education ◽  
Federal Government ◽  
Federal State ◽  
Disabilities Education Act ◽  
Education Act ◽  
State And Local ◽  
State Educational ◽  
The Cost ◽  
Delivery Models

This chapter focuses on the Individuals with Disabilities Education Act, which states that students with exceptionalities will be afforded an education without cost to themselves or their family. Since funding for special education programs are typically double the cost of a general education program, the chapter discusses the historical and current practices that state educational agencies have had to devise in order to pay for the services because the federal government has not followed through with its promise of providing 40% of the total costs to educate these children. The chapter concludes with a discussion about the future trends for special education funding.

Online Learning as a Form of Accommodation

2011 ◽  
pp. 2906-2910
Author(s):  
Terence Cavanaugh
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Adult Population ◽  
Department Of Education ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
General Education Teacher ◽  
The Past ◽  
Education Act

An estimated three billion people, representing approximately half of the planet’s population, are in some way affected by disabilities, which includes an estimated 150 million from the United States of America (Half the Planet, 2001). According to the Twenty-Third Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2002a), concerning students with special needs between the ages of three and 21, the U.S. and its outlying areas are currently serving educationally more than 6,272,000 students classified as having a disability. The inclusion model, in which a special needs student participates in the “regular” classroom, has become the current classroom education standard. Today’s special needs students have increasing impacts on the general education teacher as, during the past 10 years, the percentage of students with disabilities served in schools and classes with their non-disabled peers has gradually grown to over 90% in 1998 (U.S. Department of Education, 2000b). Because of the large and increasing number of special needs students, assistive educational technology is growing in importance. The population of postsecondary students with disabilities has increased over the past two decades, and currently there are approximately one million persons in postsecondary institutions who are classified as having some form of disability (U.S. Department of Education, 2000b). In 1994, approximately 45% of the adult population who reported having a disability had either attended some college or had completed a bachelor’s degree or higher, as compared to only 29% in 1986 (National Center for Educational Statistics, 1999a).

Types of Lesson for the Primary School in the Context of the Federal State Educational Standards (FSES) Requirements

10.12737/3610 ◽  
2014 ◽  
Vol 2 (2) ◽  
pp. 3-10 ◽  
Author(s):  
Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
General Education ◽  
Primary School ◽  
Learning Outcomes ◽  
Primary Education ◽  
Federal State ◽  
Educational Standards ◽  
Educational Goal ◽  
State Educational

The paper presents a new way to classify types of lessons for the primary education, which, in the author’s opinion, helps to efficaciously meet requirements, put forward by the Federal State Educational Standards of Primary General Education (FSES PGE), and to achieve planned learning outcomes. Types of lessons are characterized depending on the top-priority educational goal.

Academic Access and Progress for Students With Intellectual Disability in Inclusive Postsecondary Education: A Systematic Review of Research

Inclusion ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 90-104
Author(s):  
Kathleen Becht ◽  
Carley Blades ◽  
Rumi Agarwal ◽  
Shanna Burke
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Postsecondary Education ◽  
Contextual Information ◽  
Research Review ◽  
Systematic Research ◽  
Academic Expectations ◽  
Course Content ◽  
Education Act ◽  
Education Academic

Abstract The passage of the Higher Education Opportunity Act in 2008 extended the expectation of previous legislation (the Education for All Handicapped Children Act and Individuals With Disabilities Education Act) regarding general education academic access for students with intellectual disability, from elementary to secondary and now through to postsecondary education. In light of this extension of academic access, the authors conducted a systematic research review of the studies that explored access to and progress in college academics for students with intellectual disability (ID) enrolled in inclusive postsecondary education (PSE) programs. Of the 43 studies that met criteria, between 1987 and 2017, less than half provided sufficient contextual information to confirm academically inclusive course attendance or participation. Findings and implications, regarding the lack of research exploring access to and progress in academically inclusive college course content for students with ID are discussed. Authors also discuss the need for consensus on academic expectations of students with ID enrolled in college courses and the timely use of compensatory technologies and strategies.

scholarly journals La innovación en audiovisuales mediante programas educativos multimodales para la educación primaria

2019 ◽  
pp. 210
Author(s):  
Dolores Alvarez-Rodriguez
Keyword(s):  
General Education ◽  
Primary Education ◽  
Contemporary Society ◽  
Educational Legislation ◽  
Cultural Products ◽  
Multimodal Analysis ◽  
Audiovisual Education ◽  
Palabras Clave ◽  
Symbolic Systems ◽  
Educación Primaria

Resumen: La formación en el manejo de los lenguajes audiovisuales como parte de la alfabetización del individuo debería de ser básica en la educación general en las sociedades contemporáneas debido a la preeminencia de estos en el mundo actual. De hecho, la competencia en los sistemas simbólicos culturales propios es central en la educación de los individuos y comunidades. Así, desde la implementación de la última legislación educativa en España, es contenido explícito en la educación primaria, dónde se aparece como parte de la programación de educación artística. A pesar de esta inclusión como contenido, no se imparte de manera efectiva en los centros escolares básicamente por carecer de horas lectivas para ello. Debido a esta circunstancia, el aprendizaje se produce espontánea y autónomamente de manera informal. Los audiovisuales integran varios lenguajes artísticos que presentan gramáticas específicas que se conciben como un todo. Desde esta perspectiva son productos culturales unitarios cuyo estudio debe enfocarse como tal. Para ello es interesante recurrir al análisis multimodal que ha surgido como forma de conocimiento y análisis en contextos de narrativas múltiples simultáneas. En este artículo se reflexiona sobre esta situación y se presentan algunas experiencias innovadoras de formación en audiovisuales para en el periodo de los seis a los doce años, momento en que se produce la alfabetización en los lenguajes propios de la sociedad contemporánea.   Palabras clave: educación audiovisual, educación primaria, programas innovadores, educación artística, análisis multimodal.   Abstract: Training in the management of audiovisual languages should be basic as part of the individual's literacy in general education in contemporary societies due to the pre-eminence of these in today's world. In fact, to get competency in using symbolic systems of one's own cultural is central to the education of individuals and communities. Thus, since the implementation of the last educational legislation in Spain, audiovisual language is content in primary education, where it appears as part of the artistic education program. In spite of this inclusion as content, it is not taught effectively in the schools basically because there are no teaching hours for it. Due to this circumstance, learning occurs spontaneously and autonomously informally. Audiovisuals integrate several artistic languages with specific grammars conceived as a whole. From this perspective are unitary cultural products, whose study should be focused as such. For this, it is interesting to resort to the multimodal analysis that has emerged as a form of knowledge and analysis in contexts of multiple simultaneous narratives. This article reflects on this situation and presents some innovative audiovisual training experiences for the period from six to twelve years. In this period the acquisition of literacy in the languages of contemporary society takes place.   Keywords: Audiovisual education, primary education, innovative programs, art education, multimodal analysis.   DOI: http://dx.doi.org/10.7203/eari.10.13933

scholarly journals La Unesco y la Ley General de Educación: La influencia de los organismos internacionales en torno a la modernización educativa en el franquismo

2021 ◽  
pp. 209
Author(s):  
Mariano González-Delgado ◽  
Tamar Groves
Keyword(s):  
Cold War ◽  
General Education ◽  
White Paper ◽  
Franco Regime ◽  
Education Act ◽  
Contemporary Spain ◽  
The Cold War ◽  
The Impact ◽  
International Advisory ◽  
Do So

This article analyzes the influence that the educational ideas proposed by UNESCO had on the development of the General Education Act (LGE) of 1970. More specifically, it attempts to establish the impact that this international organization had on the origin and development of the LGE during the Franco regime. To do so, the first part of the article studies the beginnings of UNESCO in Spain and how the educational conception that would give rise to one of the most important educational reforms of contemporary Spain was developed. In the second part, we examine the recommendations given by the «International Advisory Committee for the Reform of Education in Spain» regarding the debate generated by the Libro Blanco (White Paper). In the third part of the article we look at the Committe’s direct impact and the way its assessments guided the development of the LGE in its first years. This work aims to demonstrate that the LGE can be better understood as a reform born under the recommendations of UNESCO regarding the educational context originated within the framework of the Cold War and the Modernization Theory.

scholarly journals DESIGN AND LICENSING TRENDS OF THE GENERAL EDUCATIONAL PROGRAMS IN LATVIA

2016 ◽  
Vol 2 ◽  
pp. 196
Author(s):  
Ivans Jānis Mihailovs ◽  
Aira Aija Krūmiņa
Keyword(s):  
Secondary Education ◽  
General Education ◽  
Primary Education ◽  
Education Program ◽  
Political Change ◽  
Science And Technology ◽  
Secondary Level ◽  
Educational Programs ◽  
Level Of Education ◽  
Primary And Secondary Education

The general education program designing and licensing trends in Latvia in the period from 2010 to 2014 are analyzed in the article. Based on the general education program licensing data, it found that there isn’t a trend to license author’s program in primary education, while the secondary level of education author's programs are designed and licensed more often. The fact that primary education is more licensed programs in mathematics, science and technology, but in general secondary education – the humanitarian and social direction of the program suggest a possible gap in primary and secondary education. At the same time it found that a quarter of all licensed educational programs is not implemented, which could be result of socio-economic and political change in society.

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