【作者】 李秀；

【导师】 张文京；

【作者基本信息】 重庆师范大学 ， 课程与教学论， 2005， 硕士

【摘要】 特殊儿童的教育与研究越来越受到教育界人士的重视,并且在不断的扩大和深入研究面。一直以来,相对来说受到重视的是学龄期特殊儿童的教育,而学前期和成人期的教育是滞后的。据文献所知,在国外和台湾,特殊儿童的转衔教育在逐步地受到重视,但更多的是关于成人的就业转衔的研究,而学前特殊儿童的转衔教育相对来说也是受到忽视的。不过在最近几年学前特殊儿童的转衔教育也在开始倡导和开展一些工作。 本文主要从特殊儿童转衔教育的理论层面和具体的实践层面进行研究。从理论层面探讨了转衔教育的理论基础、转衔教育的模式、关于学前特殊儿童转衔教育的要素和相关研究等,从中得出一些观念性的思考,结合中国重庆地区的现有情况提出在开展转衔教育方面具体的做法和建议,本研究想达到的目的:(1) 更加充实我国特殊儿童早期教育的内容与形式,(2) 减少特殊儿童入学后对特殊教育与相关服务需求的程度,进而降低教育成本,(3) 减少特殊儿童未来进入隔离式教养机构的可能性,进而增加其在社区中生活的机会,(4) 提升特殊儿童的家庭照顾特殊儿童的能力,(5) 填充无接缝式的生涯教育的早期教育段。(6) 力求建立一种明确的学前特殊儿童转衔教育与服务的方式与流程,从而提升早期干预和学前特殊儿童及其家庭生活品质。 根据从文献探讨中得出的思考,将理论付诸于实践,选择个案进行个案研究。选择6岁儿童一名,即将从家庭转衔至特殊教育学校,两名4岁儿童,从社区服务转衔至普通私立幼儿园和公立幼儿园,3岁儿童一名,从家庭直接转衔至普通私立幼儿园。几种类型的转衔大体一致,又各具特点。在具体的操作上,按照基本的流程进行,并争取家庭、家长、学校、教师、社区等等方面的合作。实践研究结果发现:(1) 关于儿童转衔方案的发展,不同的家庭和家长,不同的学校和老师参与的程度不一,所持的态度和观念不一,而家长和教师的态度和观念是直接影响转衔教育效果的因素之一;(2) 在教学策略的选用上,家庭训练、利用社区资源和班级支持是有效的;(3) 关于转衔教育的成效,从儿童本身能力前后的对比、学校教师对特殊儿童的态度、观念、普通儿童与特殊儿童的人际关系以及对家长和教师的意见调查方面都反应出了积极的效果;(4) 影响儿童成功转衔的因素:儿童的特征;家长、家庭成员特征以及家长对儿童的期望;儿童自己的表现;教师的特征,工作的相关因素。 最后本文还指出了本研究的限制,以及从未来发展转衔相关政策与措施方面、学前特殊儿童转衔方案的具体操作方面提出了未来转衔教育研究的方向。更多还原

【Abstract】 The study about special children education is paid attention to by many educators gradually and the spectrum is expanded. All the times, the children education of school age is attached importance, but the education of the preschool and adult is lagged relatively. According to the correlative literature, people pay attention to the transition education of special children gradually at overseas and Taiwan but more about the occupation transition of the adult. But then the transition education of the preschool children is sparkplug and developing. The text includes the theory and practice of the transition education of special children. The aims are: (1) enrich the content and the form of the early education of the special children (2) reduce the extent of special children requirement about special education after entrance school and debase the education cost (3) reduce the probability of going into separated breeding institutions, and increase the opportunity of entrance into community. (4) advance the ability of the family looking at the special children. (5) fall in the early segment of seamless career education. (6) strive to set up a clear mode and flow about transition education of preschool children, and advance the early education and quality of the children family life.According to the thinking about the literature, the text paid the theory into practice, and selected case study: a six years child, who is going to transit to special education school from family; two four years children, who are transited to common kindergarten from community service; a three years child, who is transited to common kindergarten from family. These kinds of transition are consistent but have different trait, and strive for the support of the family, parents, school, teachers and community. The results of the study are: (1) about the development of the transition program, the extent of the participant is different from different family and parents, different school and teachers, they have different attitude and concept. The attitude of the parents and teachers is one of the key factors. (2) about the choice of the teaching politic, family training, making use of community resource and class support are effective. (3) about the effect of the transition education, there are active impact from the children ability development of the two tests, the attitude, concept of the teacher to the children, the mind of the parents and teachers, the relation between general and special children. (4) the factor of the affecting successful transition: the character of the child, the expectation of the parent and family member, the performance of the child, the character of the teacher, etc.The text point the localization of the study finally, and put forward the orientation of the future study from the correlative policy and measure, the practice of the transition program.更多还原