Current issues in special needs: Special education in the last twenty years: have things really got better?
Current issues in special needs: Special education in the last twenty years: have things really got better?
复制标题
当前特殊需要问题：过去二十年的特殊教育：情况真的变得更好了吗？
DOI：
10.1111/1467-8527.t01-1-00197
复制
发表时间：
2003
影响因子：
1.3
通讯作者：
P. Farrell
中科院分区：
文献类型：
--
作者：
P. Farrell
曼彻斯特大学教育学院特殊需要和教育心理学教授Peter Farrell谈到与有特殊教育需要的学生的教育有关的三个关键主题：类别在特殊教育中的作用；立法对评估程序的影响；全纳教育的发展。他经过深思熟虑的观点是，朝着更具包容性的做法取得的进展和加强父母的作用带来了积极的发展。他对修订后的《业务守则》的影响更为谨慎，他认为，修订后的《业务守则》延续了一些与过去相关的程序和官僚负担。
Peter Farrell, Professor of Special Needs and Educational Psychology in the Faculty of Education, University of Manchester, addresses three key themes related to the education of pupils with special educational needs: the role of categories in special education; the impact of legislation on assessment procedures; and developments in inclusive education. His considered view is that progress towards more inclusive practice and an enhanced role for parents have brought about positive developments. He is more cautious about the impact of the revised Code of Practice, which, he suggests, perpetuates some of the procedural and bureaucratic burdens associated with the past.