曼彻斯特Essay代写:残疾学生的教育

2017-05-24 00:57

一些在南非的残疾学生的教育最显著的变化是主动的全纳教育¿½理论融入他们的教育系统（巴顿，1992）。这种形式的主动主要是一个合作的设置，其中包括与学习专家配对的内容专家，然后导致分享的教学责任，这将有利于一般和残疾学生的教育。全纳教育的使用可能会改变机构但它清楚地表明，它是使这些学生档案教育的目标极为重要。在高等教育学习经验学习者探索的传统方法包括访谈、问卷调查和焦点小组。有越来越多的认可而需要开发的方法，使学生¿½¿½语音是学习研究更关注的中心（莱文& scharffenberger，1990）。努力让学生在一个更有意义的方式学习他们的电子学习经验可能需要新的方法和过程。新的，也就是，电子学习的研究人员。然而有两个相关领域的知识和实践，学习者可以利用他们开发以学习者为中心的研究方法可能有特别的关联进行研究时，对残疾学生的学习经验：参与设计，参与研究。
曼彻斯特Essay代写:残疾学生的教育
Some of the most significant change in the education of students with disabilities in South Africa has been the initiative to adapt the inclusive education¿½ theory into their education system (Patton, 1992). This form of initiative is mainly a collaborative setting which includes a content specialist paired with a learning specialist and then leads to sharing of the teaching responsibilities which will later benefit the education of both general and students with disabilities. The use of inclusive education may change from institution to institution but it clearly indicates that it is extremely important in enabling those students archive their educational goals.Traditional methods for exploring the e-learning experiences of learners in higher education include interviews, questionnaire surveys and focus groups. There is growing recognition however of the need to develop methods that enable the ¿½student voice¿½ to be a more central focus of e-learning studies (Levin & Scharffenberger, 1990). Efforts to engage students in a more meaningful way in studies about their e-learning experiences may require new methods and processes. New, that is, to e-learning researchers. There are however two relevant fields of knowledge and practice that e-learning researchers could draw on when developing their learner-centred research methods that could have particular relevance when researching the e-learning experiences of disabled learners: participatory design and participatory research.

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