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Suggestions for a Teacher Training Program for Inclusive Education in a Japanese University

机译:日本大学全纳教育师资培训计划的建议

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Inclusive education has been recently proposed in primary and secondary educations in many countries. Children who need special education support should be educated together with typically developing children in general classes. Although many studies have examined the effectiveness of inclusive education, researchers have pointed out that some general education teachers experience problems in their relationships with children who have disabilities such as developmental disorders and intellectual disabilities. In this paper, we review teacher training programs in a Japanese university and offer suggestions to enhance teachers’ relationships with disabled children. In our discussion, we focused on adult attachment theory, which is an affective connection and interactions between self and others. First, we reviewed the importance of teachers’ relationships with disabled children. Second, we reviewed attachment theories with respect to the quality of teacher-child relationships, and lastly, we proposed that adult attachment theory is a mediator in the quality of teacher-child relationships. We proposed a direction for the application of these conceptual assumptions to the teacher-training program for inclusive education in a Japanese university.
机译:最近在许多国家的初等和中等教育中提出了全纳教育。需要特殊教育支持的孩子应该与一般班上发育良好的孩子一起接受教育。尽管许多研究检查了全纳教育的有效性,但研究人员指出,一些通识教育教师在与发育障碍和智力障碍等残疾儿童的关系中遇到问题。在本文中,我们回顾了日本一所大学的教师培训计划,并提出了一些建议,以加强教师与残疾儿童的关系。在我们的讨论中,我们专注于成人依恋理论,这是自我与他人之间的情感联系和互动。首先,我们回顾了教师与残疾儿童的关系的重要性。第二,我们回顾了关于师生关系质量的依恋理论,最后,我们提出成人依恋理论是师生关系质量的中介。我们为将这些概念性假设应用于日本大学的全纳教育教师培训计划提出了一个方向。

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