{"title":"有阅读障碍的儿童:他们能被纳入主流环境吗?","authors":"K. Spyropoulou","doi":"10.46827/EJSE.V6I4.3488","DOIUrl":null,"url":null,"abstract":"This paper focuses on the ongoing debate of the appropriate type of provision in mainstream or special schools and considers inclusion as the key to the education of dyslexic children (DC). Polarised views for and against mainstream and special schools have been extensively discussed by teachers, parents and students. Based on the contrasting perceptions, there is a need to investigate the implications that arise and encourage the implementation of good practice of inclusive education that should be adopted by school contexts, if certain aspects, such as teachers’ attitudes, availability of the right resources and social acceptance of dyslexics’ peers, are modified. \n \n<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/edu_01/0723/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"70 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"CHILDREN WITH DYSLEXIA: CAN THEY BE INCLUDED IN MAINSTREAM CONTEXTS?\",\"authors\":\"K. Spyropoulou\",\"doi\":\"10.46827/EJSE.V6I4.3488\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper focuses on the ongoing debate of the appropriate type of provision in mainstream or special schools and considers inclusion as the key to the education of dyslexic children (DC). Polarised views for and against mainstream and special schools have been extensively discussed by teachers, parents and students. Based on the contrasting perceptions, there is a need to investigate the implications that arise and encourage the implementation of good practice of inclusive education that should be adopted by school contexts, if certain aspects, such as teachers’ attitudes, availability of the right resources and social acceptance of dyslexics’ peers, are modified. \\n \\n<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\\\"/-counters-/edu_01/0723/a.php\\\" alt=\\\"Hit counter\\\" /></p>\",\"PeriodicalId\":378693,\"journal\":{\"name\":\"European Journal of Special Education Research\",\"volume\":\"70 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-12-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Special Education Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.46827/EJSE.V6I4.3488\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Special Education Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.46827/EJSE.V6I4.3488","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
CHILDREN WITH DYSLEXIA: CAN THEY BE INCLUDED IN MAINSTREAM CONTEXTS?
This paper focuses on the ongoing debate of the appropriate type of provision in mainstream or special schools and considers inclusion as the key to the education of dyslexic children (DC). Polarised views for and against mainstream and special schools have been extensively discussed by teachers, parents and students. Based on the contrasting perceptions, there is a need to investigate the implications that arise and encourage the implementation of good practice of inclusive education that should be adopted by school contexts, if certain aspects, such as teachers’ attitudes, availability of the right resources and social acceptance of dyslexics’ peers, are modified.
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