scholarly journals Strategies for the Architectural Space Design of Special Education Resource Center in China

2021 ◽  
Vol 2021 ◽  
pp. 1-16
Author(s):  
Xin Ge ◽  
Xin Tian
Keyword(s):  
Special Education ◽  
Spatial Organization ◽  
Behavior Patterns ◽  
Design Strategies ◽  
Integrated Education ◽  
Resource Center ◽  
Space Design ◽  
Key Points ◽  
Education Resource ◽  
Special Space

In view of the current problems in China’s special education resource centers, such as lack of functional cognition and unreasonable architectural function and spatial organization, which result in the inability to coordinate regional education resources, the formulation and implementation of special education ISP program are undertaken, and the development of integrated education is promoted. This paper draws on the concept of integrated education in developed areas and the design wisdom of resource centers. The research is carried out from the perspective of meeting the behavior patterns and special needs of different users, and the perfect and reasonable functional composition and the key points of special space design are put forward, and the feasible design strategies are expressed through establishing the model and plane layout.

Challenges and Dilemmas in the Education of Children With Special Needs in Romania

2022 ◽  
pp. 191-201
Author(s):  
Emilia Oprisan
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Point Of View ◽  
Children With Special Needs ◽  
Integrated Education ◽  
The Road ◽  
Material Resources ◽  
Inclusive Schools ◽  
Difficult Challenge

Educating children with special needs is a difficult challenge for both families and society. The newest trends in education for these children in Romania are represented by their inclusion in inclusive classes or inclusive schools. It is a beginning of the road both from a legislative point of view and from the point of view of analyzing the efficiency of the system. The issue of the resources dedicated to special education is concerned, this aspect being related both to the level of material resources and to the human resources, their availability, and the level of their training. The analysis of the progresses and the challenges that the Romanian-integrated education is encountering is an important step in identifying possible solutions for increasing the quality of special education in Romania.

Questioning Thresholds Between Natural-Unnatural

2022 ◽  
pp. 107-136
Author(s):  
S. Banu Garip ◽  
Ervin Garip
Keyword(s):  
Urban Design ◽  
Design Strategies ◽  
Theoretical Perspectives ◽  
Key Points ◽  
Design Projects ◽  
The Relationship

This chapter discusses the relationship between natural and unnatural in the framework of urban design strategies for sustainability. A descriptive reading is presented through theoretical perspectives and examples of application approaches. The authors' proposals for different cities in Turkey as urban design projects which deal with different problems and potentials in scope of the relations between natural-unnatural are presented. The thresholds and balances between natural-unnatural and urban design strategies for sustainability are discussed within the content of the projects. The key points are elucidated through mentioned examples which are focusing on design approaches, relations, scenarios, and principles.

A State Health Education Resource Center

1974 ◽  
Vol 5 (4) ◽  
pp. 9-13
Author(s):  
Peter C. Doran ◽  
Gerald Strand ◽  
John Meader
Keyword(s):  
Health Education ◽  
State Health ◽  
Resource Center ◽  
Education Resource

Staying in School

1999 ◽  
Vol 20 (2) ◽  
pp. 106-113 ◽  
Author(s):  
Larry J. Kortering ◽  
Patricia M. Braziel
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
School Dropout ◽  
Mild Mental Retardation ◽  
Students With Learning Disabilities ◽  
Secondary Special Education ◽  
Education Resource ◽  
And Behavior ◽  
Attitudes And Behavior ◽  
Insight Into

Fifty-two students with learning disabilities (LD), behavior disorders (BD), or mild mental retardation (MMR) answered questions relating to secondary special education resource and self-contained programs. Their responses provided insight into their perceptions about secondary special education and possible improvements. In terms of staying in school and reducing school dropout rates, the most dominant themes suggested a need for the students and teachers to change their attitudes and behavior. Related, but less dominant, themes suggested better textbooks, more help from parents and teachers, and more sports. Students indicated that the best part of school was socializing with peers, a particular class or teacher, and sports, whereas the worst part was being in particular classes, dealing with teachers or administrators, the schoolwork, and getting up so early. As for advantages, 46 students (89%) linked staying in school to an improvement in employment prospects. Conversely, 9 students (17%) perceived doing the schoolwork and limited employment prospects as a disadvantage.

Changing Special Education Practice: Law, Advocacy, And Innovation

1990 ◽  
Vol 9 (2) ◽  
pp. 65-78 ◽  
Author(s):  
Gordon L. Porter ◽  
Diane Richler
Keyword(s):  
Special Education ◽  
Nova Scotia ◽  
School Districts ◽  
New Brunswick ◽  
Integrated Education ◽  
Education Practice ◽  
Application Of Law ◽  
Collaborative Action ◽  
School Programs ◽  
Made In

The development of integrated school programs in Canadian schools is described. The article identifies three factors that have produced progress which is unique to Canada (i.e., the application of law, advocacy, and innovation). The legal factors are linked to the Charter of Rights and Freedoms, the Schools Act in New Brunswick, and two cases, the Elwood case in Nova Scotia and the Robichaud case in New Brunswick. Developments in New Brunswick since the passage of Bill 85 in 1986 that mandates integration are recounted. Advocacy is described in relation to the vision parents have articulated for their children's futures and the collective and individual advocacy of those committed to integrated education. The innovative changes made in a number of schools and school districts and factors linked to districts that have implemented innovative programs are described. Recommendations are made for collaborative action by parents and professionals to achieve exclusionary school programs.

From Early Childhood Special Education to Special Education Resource Rooms

2008 ◽  
Vol 33 (3) ◽  
pp. 177-187 ◽  
Author(s):  
Yi-Juin Liu ◽  
Alba A. Ortiz ◽  
Cheryl Y. Wilkinson ◽  
Phyllis Robertson ◽  
Millicent I. Kushner
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Childhood Special Education ◽  
Resource Rooms ◽  
Education Resource

Inservice Education for Special Education Resource Teachers

1990 ◽  
Vol 13 (2) ◽  
pp. 39-45
Author(s):  
Mary-Helen Martens
Keyword(s):  
Special Education ◽  
Primary Schools ◽  
Special Educators ◽  
List Type ◽  
Full Time ◽  
Special Educator ◽  
Resource Teachers ◽  
Regular School ◽  
Education Resource

The Professional Development for Special Educators program was first developed in 1986 as a response to a need within the Archdiocese of Canberra-Goulburn. At that time the Archdiocese employed approximately 40 full-time and/or parttime Special Education Resource Teachers to work in regular primary schools. In the preceding years the following had become apparent: •the nature of the role of the special educator in the regular school was changing;•the expectations of the special educator, held by classroom teachers and principals, were diverse and at times unclear;•the special educator was often unsure of his/her role and of how best to respond to the needs within the school;•the level of expertise and experience of the special educators varied greatly.

scholarly journals Charismatic Leadership and Special Education Teachers’ Empowerment

2021 ◽  
Vol 9 (3) ◽  
pp. 89
Author(s):  
Paraskevi Loukeri ◽  
Agathi Stathopoulou ◽  
Yolanda Salapata ◽  
Athanasios Drigas
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Charismatic Leadership ◽  
Determine Factor ◽  
Job Burnout ◽  
Working Environment ◽  
Burnout Syndrome ◽  
Strongly Correlated ◽  
Key Points ◽  
Successful Leadership

<p>In general, leadership is strongly correlated with the empowerment of the followers’ personal vision as well as with the effectiveness of their work. On the top of that, the admiration derived of a group of people towards a leader, is a determine factor to characterize the leader as “charismatic – emotionally intelligent”. Consequently, final target along with the adopted strategies are the key points for successful leadership. This is how a high-leveled Job Satisfaction environment for the employees, can be secured, protecting them against Job Burnout syndrome. In Special Education, the consequences of Job Burnout seem to be profoundly serious concerning not only the teacher him/herself but also his/her work efficiency. It has been found that teachers, who face the Job Burnout are usually physically and mentally tired, depressed, and continually anxious, keeping themselves isolated and not easily accessible. This research aims to investigate the correlation between the school leader’s emotionally intelligence and the existence of supportive working environment, where the teacher is motivated, inspired and protected by the danger of Job Burnout.</p>

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