挪威为有特殊教育需求的学生提供全纳教育

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL
Kari-Anne B. Næss, Silje Hokstad, Bjarte Reidar Furnes, Elisabeth Hesjedal, Jørn Østvik
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引用次数: 0

摘要

本叙述性综述旨在介绍和讨论挪威学校系统作为全纳教育背景的情况。尽管挪威有明确的政治意图,但对全纳教育缺乏一个共同的定义,对通常为有特殊教育需要(SEN)的学生实施的全纳做法的质量以及这些做法的结果也缺乏深入的了解。本研究揭示,有特殊教育需要的学生往往在隔离的环境中接受教育,并由缺乏教育能力的教职员工进行教育。因此,未来的政策行动应优先发展包括有特殊教育需要学生在内的通用术语和报告系统。由于挪威的特殊教育需要资源是根据主流教育缺乏令人满意的学习成果分配 的,而且往往导致隔离行动,因此需要更加关注学校社会、学习环境、教育实践 和个人学习成果。需要开展更多的研究,以确定能够促进挪威学校高质量地包容学生的做法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Inclusive Education for Students With Special Education Needs in Norway
This narrative review aims to present and discuss the Norwegian school system as a context for inclusive education. Despite its clear political intentions, Norway lacks a common definition of inclusion and has limited insight into the quality of inclusive practices that are commonly implemented for students with special education needs (SEN) and the results of such practices. This study reveals that students with SEN are often educated in segregated settings and by staff lacking educational competence. Hence, future policy actions should prioritize the development of a common terminology and a report system that includes students with SEN. As SEN resources in Norway are allocated based on a lack of satisfactory learning outcomes from mainstream education and often result in segregated actions, an increased focus on school society, learning environments, educational practices, and individual learning outcomes is required. Additional research is needed to identify practices that can promote high-quality inclusion of students in Norwegian schools.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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