Individuals-with-Disabilities-Education-Improvemen
学前专业英语词汇
学前教育专业英语词汇Pre-school education学前教育Pre-primary education 幼儿教育，学前教育Preschool children 学龄前儿童Preschool level学前水平Preschool period 学前期，幼儿期Early childhood education 婴幼儿教育，早期儿童教育Infan t education幼儿教育Infan t school education学前教育，幼儿教育Infan t-asylum育儿园，育婴堂Infan cy婴儿期Infan t 婴儿nursery苗圃；托儿所Nusery class婴儿班，托儿所K indergarten幼儿园K indergarten education 幼儿教育K indergarten training school 幼儿师范学校Nursery/ Playgroup幼儿园小班Lower Kindergarten/LKG 幼儿园中班Upper Kindergarten/UKG 幼儿园大班Preschool学前班P erry project佩里计划P erry preschool program study佩里学前教育研究计划Montessori.M aria玛丽雅.蒙台梭利(1870-1952)(意大利著名幼儿教育家，进步的幼儿教育先驱)Montessori approach蒙台梭利教学法Waldorf华德福教育High Reach Learning（高）延伸学习High Scope高瞻课程The Creative Curriculum 创意课程Reggio Emilia approach瑞吉欧教学法Bank Street河滨街模式Forest kindergartens 森林幼稚园Head Start开端计划National Association of Family Childcare(NAFCC)全国家庭托儿协会National Association for the Education of Young Children (NAEYC) 全国幼儿教育协会National Association of Child Care Professionals (NACCP)国家儿童保健专业人员协会Association of Child hood Education儿童教育协会International Association for Child hood Education(TACE)国际儿童教育协会Individuals with Disabilities Education Act (IDEA)特殊需要学生教育法案Individualized Education Plan(IEP) 个性化教育计划Individual Family Service Plan(IFSP) 个别家庭服务计划A cademic games教学游戏A dministration of children’s home 儿童教养院管理Institute of pre-school education学前教育研究所A dministration of pre-school education 学前教育管理A dministrative department for pre-school eduction 学前教育科/幼儿教育科A ttendance bureau 儿童入学管理处A typical child异常儿童B aby class 婴儿班，托儿所B aby farm育婴院B abyhood 婴儿期B abysitter看护婴儿者B eginners’class [英]（托儿所）小班；初学班B oarding home 寄养所，残疾儿童学校或失去正常家庭生活的儿童学校C art 儿童小书箱C hild education儿童教育C hild guidance clinic 儿童指导所C hild minder儿童保育员C hild-centered curriculum儿童中心的课程C hild-centered education 儿童中心教育C hild-centered theory儿童中心论C hildren of school age 学龄儿童C hildren’s class幼儿班C hildren’sD ay儿童节C hildren’s film儿童电影Cefective children缺陷儿童Deviant child举止失常儿童Differential treatment 因材施教Disadvantaged child贫穷儿童，失去受教育权利的儿童Divisional executive for children 地区教育行政主管Doll-play玩具游戏Educable child可教育儿童Friedrich froebel 弗里德里克.福禄贝尔（1782-1852），德国幼儿园创始人，教养改革家）Genius prodigy天才，儿童A ids to object teaching 直观教具Life-long Learning 终身学习E ducational approach 教育方针C are commission护理委员会P ositive guidance积极引导P ositive language积极言语G etting at eye level 平视C onflict resolution 解决冲突P ositive reinforcement正面强化A ctive listening积极聆听M aking eye contact 眼神交流S elf-fulfilling prophecy 自验语言T ime-out 暂停S tanding in the corner 站墙角N aughty chair顽皮的椅子（严格的纪律）C hild care幼托机构Attachment theory依恋理论S ecure attachment 安全型依恋T wo-generation programs 亲子教育方案A ffective-social development情感-社会性发展I nterlocking nature 先天遗传N urture后天教育L evel of maternal education 母亲受教育水平T eacher education教师教育P reparation职前培训Zone of proximal development最近发展区P romote emergent literacy skills 读写萌发技能D ialogic reading 对话阅读P retend play假想游戏S elf-regulation自我调节The whole child完整儿童儿童文学children’s literature心算mental arithmetic户外作业out-door study;out-door work户外运动out-door sport手工训练manual training手工教室manual-training room可教性educability示范demonstration示范法demonstration method;method of demonstration 示范教学demonstration teaching再教育re-education再发现法method of rediscovery自由游戏free play自行活动教学法method of self-activity儿童中心教育child-centered education儿童画children's drawing玩具plaything;toy直观法intuitive method直观教学intuitional instruction直接教学法direct method of teaching指定读物required reading指导的游戏directed play指导的学习directed learning;directed study指导练习coaching指读法Finger reading活动；作业activity活动分析activity analysis活动电影kinematography [,kinimə'tɔɡrəfi;,kai-]活动课程activity curriculum活动学校activity school胎教antenatal training个别教育individual education个别教学individual instruction;individual teaching个别阅读individual reading个案研究[法]case study method家庭作业home work家庭课业home lesson恩物Gift特殊教育special education 特殊教学法special didactics班级教学class teaching班级经营class management;classroom management做中学learning by doing玩中学learning through play基础课程{英语反复练习}basal course基础读物foundation reader从生活中学习learning through living从经验中学习learning by experience教育电影educational cinema教室讨论class discussion启发式教学developmental mode of teaching;heuristic mode of teaching 智能障碍教育education for mental retardation童话nursery tale游戏法play method游戏理论play-theory顿悟学习；洞悟学习insight learning尝试错误法method of trial and error;trial and error method团体游戏organized play图示graphical representation图示教学法pictorial method;picture method图画完成测验picture completion test实物material object实物教学object lesson; object teaching语言矫正班speech-correction class说话教学speaking-instruction说话教学speaking-instruction适性教育adaptive physical education阅读法reading method整体学习法whole learning method随机教育incidental education随机教学法accidental teaching method; incidental teaching method戏剧表演法method of dramatic expression营养学dietetics矫正教育{智能障碍教育}Correctional education;Corrective education 联想学习associative learning观察法observation method弹性分组制flexible shifting group plan弹性升级flexible promotion露天教学班fresh-air class（美）限制性电影，儿童不宜影片x-film国外学前教育研究杂志Psychological Bulletin 心理学报Advances in Child Development and Behavior儿童发展与行为进展American Psychologist美国心理学家Developmental Review 发展综论International Encyclopedia of Education国际教育百科全书International Journal of Educational Research 国际教育研究杂志School Psychology Quarterly 学校心理学季刊Linguistics and Education语言与教育Clinical Psychology Review临床心理学评论Cognitive Development认知发展International Journal of Educational Developmen t国际教育发展期刊Early Childhood Research Quarterly 幼儿研究季刊Developmental Psychology 发展心理学Journal of School Psychology 学校心理学杂志Journal of Applied Developmental Psychology应用发展心理学杂志Journal of Educational Psychology教育心理学杂志。
面对残疾人的英语作文高中
面对残疾人的英语作文高中Title: Embracing Disabilities: A Journey towards Inclusion。
Introduction:In today's society, the inclusion and acceptance of individuals with disabilities have become essential. It is crucial to recognize the unique challenges they face and foster an environment that supports their overall well-being. This essay aims to shed light on the importance of embracing disabilities, the impact of inclusivity, and the measures that can be taken to ensure a more inclusive society for all.Body:1. Understanding Disabilities:Disabilities come in various forms, includingphysical, sensory, cognitive, and intellectual impairments. It is vital to understand that disabilities do not define a person's worth or capabilities. Rather, they present an opportunity for society to adapt and accommodateindividuals' needs, ensuring equal opportunities for all.2. The Importance of Inclusion:Inclusion refers to the active participation and involvement of individuals with disabilities in all aspects of society. Embracing disabilities and promotinginclusivity benefits not only individuals with disabilities but society as a whole. Some key reasons for fostering inclusion are:a) Social Justice: Inclusion promotes equality and social justice, ensuring that individuals with disabilities have the same rights and opportunities as others. It helps combat discrimination and prejudice, fostering a more compassionate and fair society.b) Diverse Perspectives: Including individuals withdisabilities brings diverse perspectives and experiences to the table. This diversity enriches our society, encouraging creativity, innovation, and problem-solving.c) Personal Growth: Inclusion allows individuals with disabilities to develop their skills, talents, and potential. It enhances their self-esteem, independence, and overall well-being, enabling them to lead fulfilling lives.3. Challenges Faced by Individuals with Disabilities:Despite the progress made in promoting inclusivity, individuals with disabilities still encounter numerous challenges:a) Accessibility: Many public spaces, transportation systems, and buildings lack proper accessibility features, making it difficult for individuals with disabilities to navigate and participate fully.b) Stigma and Discrimination: Prejudice and stereotypes surrounding disabilities often lead to socialexclusion and limited opportunities for individuals. These negative attitudes need to be challenged and replaced with empathy and understanding.c) Education and Employment: Access to quality education and employment opportunities can be limited for individuals with disabilities. This hinders their ability to reach their full potential and contribute meaningfully to society.4. Promoting Inclusivity:Creating a more inclusive society requires collective effort and a willingness to challenge existing norms. Here are some measures that can be taken:a) Education and Awareness: Raising awareness about disabilities, their challenges, and the importance of inclusion is crucial. This can be achieved through educational campaigns, workshops, and inclusive curricula in schools.b) Accessibility: Ensuring accessibility in public spaces, transportation, and buildings is essential. This includes features such as ramps, elevators, Braille signage, and audio announcements.c) Employment Opportunities: Encouraging businessesto provide equal employment opportunities for individuals with disabilities can help break down barriers and promote inclusivity in the workplace.d) Support Services: Establishing support services, such as counseling, assistive technologies, and vocational training, can empower individuals with disabilities to overcome challenges and lead independent lives.e) Empathy and Acceptance: Fostering a culture of empathy, acceptance, and respect towards individuals with disabilities is crucial. This can be achieved through promoting inclusive language, combating stereotypes, and encouraging inclusive social interactions.Conclusion:Embracing disabilities and promoting inclusivity is not only a moral imperative but also a societal necessity. By recognizing the unique strengths and capabilities of individuals with disabilities, we can create a more compassionate and equitable society. It is through collective efforts, awareness, and understanding that we can break down barriers and ensure that everyone has an equal opportunity to thrive and contribute to the betterment of society.。
与自闭症相关英文缩写简介
1、ASD Autism Spectrum Disorder 自闭症谱系障碍Autism [ˈɔ:tɪzəm] ：自闭症Spectrum ['spektrəm] ：光谱Disorder [dɪs'ɔ:də(r)] ：障碍自闭症谱系障碍是一个医学名词，它是一种广泛性发展障碍，现多使用于儿童身上。
其病征包括异常的语言能力、异常的交往能力、狭窄的兴趣以及固执的行为模式。
在这个谱系障碍中，儿童自闭症是儿童精神类疾病当中最为严重的一种。
自闭症谱系障碍（ASD，Autism Spectrum Disorder ），是根据典型自闭症的核心症状进行扩展定义的广泛意义上的自闭症，既包括了典型自闭症，也包括了不典型自闭症，又包括了阿斯伯格综合症、自闭症边缘、自闭症疑似等症状。
自闭症，又称孤独症，是一种较为严重的广泛性发展障碍疾病。
目前，自闭症的病因仍是世界医学的未解难题，可以排除的是自闭症与后天的家庭教养无关。
该病男女发病率差异显著，在我国男女患病率比例为6—9：1。
典型自闭症，其核心症状就是所谓的“三联症”，主要体现为在社会性和交流能力、语言能力、仪式化的刻板行为三个方面同时都具有本质的缺损。
其主要症状为：1、社会交往障碍：一般表现为与他人交往困难或不愿意交往，严重者甚至与父母缺乏情感依恋；2、语言交流障碍：完全无语言、语言发育落后、语言能力倒退，或者鹦鹉学舌式重复语言；3、重复刻板行为：兴趣狭窄、异常动作频繁、性格固执不愿意接受改变。
不典型自闭症则在前述三个方面不全具有缺陷，只具有其中之一或之二。
2、PDD Pervasive Developmental Disorder 广泛性发育障碍Pervasive [pə'veɪsɪv] ：普遍的Developmental [dɪˌveləpˈmentl] ：发展Disorder [dɪs'ɔ:də(r)] ：障碍广泛性发育障碍（pervasive developmental disorder，简称PDD。
学前专业英语词汇
学前教育专业英语词汇Pre-school education 学前教育Pre-primary education 幼儿教育，学前教育Preschool children 学龄前儿童Preschool level 学前水平Preschool period 学前期，幼儿期Early childhood education 婴幼儿教育，早期儿童教育幼儿教育education t Infan学前教育，幼儿教育education t school InfanInfan t-asylum 育儿园，育婴堂Infan cy 婴儿期Infan t 婴儿nursery 苗圃；托儿所Nusery class 婴儿班，托儿所K indergarten 幼儿园K indergarten education 幼儿教育K indergarten training school 幼儿师范学校Nursery/ Playgroup 幼儿园小班Lower Kindergarten/ LKG 幼儿园中班Upper Kindergarten/ UKG 幼儿园大班Preschool 学前班P erry project 佩里计划P erry preschool program study 佩里学前教育研究计划Montessori.M aria玛丽雅.蒙台梭利(1870-1952)(意大利著名幼儿教育家，进步的幼儿教育先驱)Montessori approach 蒙台梭利教学法1．Waldorf 华德福教育High Reach Learning（高）延伸学习High Scope 高瞻课程The Creative Curriculum 创意课程Reggio Emilia approach 瑞吉欧教学法Bank Street 河滨街模式Forest kindergartens 森林幼稚园Head Start 开端计划National Association of Family Childcare(NAFCC)全国家庭托儿协会National Association for the Education of Young Children (NAEYC) 全国幼儿教育协会National Association of Child Care Professionals (NACCP) 国家儿童保健专业人员协会Association of Child hood Education 儿童教育协会International Association for Child hood Education(TACE)国际儿童教育协会Individuals with Disabilities Education Act (IDEA) 特殊需要学生教育法案Individualized Education Plan (IEP) 个性化教育计划Individual Family Service Plan (IFSP) 个别家庭服务计划A cademic games 教学游戏A dministration of children's home 儿童教养院管理Institute of pre-school education 学前教育研究所A dministration of pre-school education 学前教育管理A dministrative department for pre-school eduction 学前教育科/幼儿教育科A ttendance bureau 儿童入学管理处A typical child 异常儿童B aby class 婴儿班，托儿所B aby farm 育婴院B abyhood 婴儿期2．B abysitter 看护婴儿者B eginners' class [英]（托儿所）小班；初学班B oarding home 寄养所，残疾儿童学校或失去正常家庭生活的儿童学校C art 儿童小书箱C hild education 儿童教育C hild guidance clinic 儿童指导所C hild minder 儿童保育员C hild-centered curriculum 儿童中心的课程C hild-centered education 儿童中心教育C hild-centered theory 儿童中心论C hildren of school age 学龄儿童C hildren's class 幼儿班C hildren'sD ay 儿童节C hildren's film 儿童电影Cefective children 缺陷儿童Deviant child 举止失常儿童Differential treatment 因材施教Disadvantaged child 贫穷儿童，失去受教育权利的儿童Divisional executive for children 地区教育行政主管Doll-play 玩具游戏Educable child 可教育儿童Friedrich froebel 弗里德里克.福禄贝尔（1782-1852），德国幼儿园创始人，教养改革家）Genius prodigy 天才，儿童A ids to object teaching 直观教具Life-long Learning 终身学习3．E ducational approach 教育方针C are commission 护理委员会P ositive guidance 积极引导P ositive language 积极言语G etting at eye level 平视C onflict resolution 解决冲突P ositive reinforcement 正面强化A ctive listening 积极聆听M aking eye contact 眼神交流S elf-fulfilling prophecy 自验语言T ime-out 暂停S tanding in the corner 站墙角N aughty chair 顽皮的椅子（严格的纪律）C hild care 幼托机构Attachment theory 依恋理论S ecure attachment 安全型依恋T wo-generation programs 亲子教育方案A ffective-social development 情感-社会性发展I nterlocking nature 先天遗传N urture 后天教育L母亲受教育水平education evel of maternal T eacher education 教师教育P reparation 职前培训Zone of proximal development 最近发展区P romote emergent literacy skills 读写萌发技能D ialogic reading 对话阅读P retend play 假想游戏S elf-regulation 自我调节4．The whole child 完整儿童儿童文学 children's literature心算mental arithmetic户外作业out-door study; out-door work户外运动out-door sport手工训练manual training手工教室manual-training room可教性educability示范demonstration示范法demonstration method; method of demonstration 示范教学demonstration teaching再教育re-education再发现法method of rediscovery自由游戏free play自行活动教学法method of self-activity儿童中心教育child-centered education儿童画children's drawing玩具plaything; toy直观法intuitive method直观教学intuitional instruction直接教学法direct method of teaching指定读物required reading指导的游戏directed play指导的学习directed learning; directed study指导练习coaching指读法Finger reading活动；作业activity活动分析activity analysis活动电影kinematography [,kinim?'t?ɡr?fi; ,kai-]活动课程activity curriculum活动学校activity school胎教antenatal training个别教育individual education个别教学individual instruction; individual teaching个别阅读individual reading个案研究[法] case study method5．家庭作业home work家庭课业home lesson恩物Gift特殊教育special education 特殊教学法special didactics 班级教学class teaching班级经营class management; classroom management做中学learning by doing玩中学learning through play基础课程{英语反复练习} basal course基础读物foundation reader从生活中学习learning through living从经验中学习learning by experience教育电影educational cinema教室讨论class discussion启发式教学developmental mode of teaching; heuristic mode of teaching 智能障碍教育education for mental retardation童话nursery tale游戏法play method游戏理论play-theory顿悟学习；洞悟学习insight learning尝试错误法method of trial and error; trial and error method团体游戏organized play图示graphical representation图示教学法pictorial method; picture method图画完成测验picture completion test实物material object实物教学object lesson; object teaching语言矫正班speech-correction class说话教学speaking-instruction说话教学speaking-instruction适性教育adaptive physical education阅读法reading method整体学习法whole learning method随机教育incidental education随机教学法accidental teaching method; incidental teaching method戏剧表演法method of dramatic expression6．营养学dietetics矫正教育{智能障碍教育} Correctional education; Corrective education 联想学习associative learning观察法observation method弹性分组制flexible shifting group plan弹性升级flexible promotion露天教学班fresh-air class（美）限制性电影，儿童不宜影片 x-film国外学前教育研究杂志Psychological Bulletin 心理学报Advances in Child Development and Behavior 儿童发展与行为进展American Psychologist 美国心理学家Developmental Review 发展综论International Encyclopedia of Education 国际教育百科全书International Journal of Educational Research 国际教育研究杂志School Psychology Quarterly 学校心理学季刊Linguistics and Education 语言与教育Clinical Psychology Review 临床心理学评论Cognitive Development 认知发展International Journal of Educational Developmen t 国际教育发展期刊Early Childhood Research Quarterly 幼儿研究季刊Developmental Psychology 发展心理学Journal of School Psychology 学校心理学杂志Journal of Applied Developmental Psychology 应用发展心理学杂志Journal of Educational Psychology 教育心理学杂志7．。
与自闭症相关英文缩写简介
1、ASD Autism Spectrum Disorder 自闭症谱系障碍Autism [ˈɔ:tɪzəm] ：自闭症Spectrum ['spektrəm] ：光谱Disorder [dɪs'ɔ:də(r)] ：障碍自闭症谱系障碍是一个医学名词，它是一种广泛性发展障碍，现多使用于儿童身上。
其病征包括异常的语言能力、异常的交往能力、狭窄的兴趣以及固执的行为模式。
在这个谱系障碍中，儿童自闭症是儿童精神类疾病当中最为严重的一种。
自闭症谱系障碍（ASD，Autism Spectrum Disorder ），是根据典型自闭症的核心症状进行扩展定义的广泛意义上的自闭症，既包括了典型自闭症，也包括了不典型自闭症，又包括了阿斯伯格综合症、自闭症边缘、自闭症疑似等症状。
自闭症，又称孤独症，是一种较为严重的广泛性发展障碍疾病。
目前，自闭症的病因仍是世界医学的未解难题，可以排除的是自闭症与后天的家庭教养无关。
该病男女发病率差异显著，在我国男女患病率比例为6—9：1。
典型自闭症，其核心症状就是所谓的“三联症”，主要体现为在社会性和交流能力、语言能力、仪式化的刻板行为三个方面同时都具有本质的缺损。
其主要症状为：1、社会交往障碍：一般表现为与他人交往困难或不愿意交往，严重者甚至与父母缺乏情感依恋；2、语言交流障碍：完全无语言、语言发育落后、语言能力倒退，或者鹦鹉学舌式重复语言；3、重复刻板行为：兴趣狭窄、异常动作频繁、性格固执不愿意接受改变。
不典型自闭症则在前述三个方面不全具有缺陷，只具有其中之一或之二。
2、PDD Pervasive Developmental Disorder 广泛性发育障碍Pervasive [pə'veɪsɪv] ：普遍的Developmental [dɪˌveləpˈmentl] ：发展Disorder [dɪs'ɔ:də(r)] ：障碍广泛性发育障碍（pervasive developmental disorder，简称PDD。
Individuals with Disabilities Education ImprovementAct of 2004
IDEIA 2004
1
IDEIA 2004 – Five Parts
A. B. C. D. E. General Provisions Assistance for Education of All Children with Disabilities Infants and Toddlers with Disabilities National Activities to Improve Education of Children with Disabilities National Center for SPED Research
IDEIA 2004 14
Assessment (continued)
Child with an IEP
Statement of individual accommodations. IEP team can determine that child shall take an alternative assessment on a particular state of district-wide assessment of student achievement and why child cannot participate in the regular assessment and why particular alternative assessment is appropriate.
IDEIA 2004
11
Child Find
IDEIA was amended to include children who are homeless, wards of the state, and children who attend private schools. IDEIA includes new requirements about equitable participation of children who attend private schools and consultation between public and private school officials. Note that SPED and related services may be provided on the premises of private religious schools
中英文：What is special education
中英文：What is special educationSpecial education is specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability in the least restrictive environment. The Individuals with Disabilities Education Act mandates that school districts provide a free appropriate public education to their students who qualify for special education and related services under the Act. In order for a child with a disability to receive special education and related services under this Act, the child must be evaluated by the public school and found to meet the eligibility criteria as set forth in the Act. An individualized education program is then developed for the child by a team that includes the parents. A child who does not meet the eligibility criteria for receiving special education and related services under the Individuals with Disabilities Education Act should be evaluated to determine whether he or she qualifies for aids and services under Section 5 or 4 of the Rehabilitation Act. For more information regarding eligibility criteria, consult an experienced attorney.翻译:特殊教育无需家长掏费用,是专门满足有残疾的孩子在受限环境中的需求的一种专门设计的教育。
美国学前阶段特殊教育全纳安置模式述评
美国学前阶段特殊教育全纳安置模式述评余强（南京师范大学教育科学学院，江苏南京210097）［摘要］美国是实施全纳性学前教育最早的国家之一，以1986年颁布《全体残疾儿童教育法修正案》为标志性起点。
美国教育部向国会递交并公开发表的有关特殊教育法实施情况的十多个年度报告从实践层面展示了为全面落实全纳政策，为学前阶段（3-5岁）残疾幼儿提供的8种全纳教育安置模式。
这些模式能够为我国学前阶段全纳教育的理论和实践提供参考和借鉴。
［关键词］美国；学前特殊教育；全纳安置；学前资金计划［中图分类号］G760/712［文献标识码］A［文章编号］1006-7469（2008）08-0044-05［收稿日期］2008-04-13［作者简介］余强（1954-），男，江苏盐城人，南京师范大学教育科学学院副教授，瑞典斯德哥尔摩大学哲学博士。
2008年第8期外国教育研究No.8，2008第35卷总第218期Studies in Foreign EducationVol.35General No.218一、美国学前阶段接受特殊教育的幼儿群体要理解美国学前教育阶段的全纳安置模式，首先需要了解美国学前阶段特殊教育服务对象的基本情况。
美国1975年颁布的《全体残疾儿童教育法》要求各州为所有3-21岁残疾儿童和青少年提供免费的教育和相关服务，并确立了零拒绝、非歧视性评估、适当教育、最少限制环境、适当核查程序和家长参与6条原则。
在这一法案中，有关3-5岁残疾幼儿学前教育的条款被称为“学前拨款计划”（the Preschool Grants Program ），不过，这时的学前拨款计划只是鼓励性的。
［1］1986年颁布的《全体残疾儿童教育法修正案》从根本上加强了“学前拨款计划”，把它从鼓励性条款上升为强制性条款，并明确规定任何申请“学前拨款计划”的州都必须从1991～1992学年起为所有3-5岁残疾幼儿提供适当和免费的学前教育。
至1992年，美国所有的州都开始全面实施3-5岁残疾幼儿的公费学前教育。
2024年特岗教师招聘笔试题目及解答英文版
2024年特岗教师招聘笔试题目及解答英文版2024 Special Teacher Recruitment Written Test Questions and Answers1. Question: What is the role of a special teacher in the education system?Answer: A special teacher plays a crucial role in providing individualized support and education to students with special needs, helping them to achieve their full potential and succeed in their academic and personal lives.2. Question: What are the key qualities and skills required to be a successful special teacher?Answer: Successful special teachers possess qualities such as patience, empathy, excellent communication skills, adaptability, and a strong understanding of special education laws and practices. They alsoneed to have the ability to create and implement effective teaching strategies tailored to each student's unique needs.3. Question: How would you handle a situation where a student with special needs is facing challenges in the classroom?Answer: In such a situation, I would first assess the student's individual needs and challenges, and then work closely with the student, their parents, and other professionals to develop a personalized support plan. I would also provide additional resources and accommodations to help the student overcome their challenges and succeed in the classroom.4. Question: What strategies would you use to create an inclusive and supportive learning environment for students with special needs?Answer: To create an inclusive and supportive learning environment, I would promote positive behavior, encourage peer interactions, provide individualized instruction, use assistive technology, and collaborate with other teachers and professionals to ensure that all students feel valued and supported in the classroom.5. Question: How would you assess and monitor the progress of students with special needs?Answer: I would use a variety of assessment tools and methods, such as observations, standardized tests, and informal assessments, to monitor the progress of students with special needs. I would also regularly communicate with parents and other professionals to gather feedback and adjust instructional strategies as needed.6. Question: What legal considerations should special teachers be aware of when working with students with special needs?Answer: Special teachers should be familiar with laws such as the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, which protect the rights of students with disabilities and require schools to provide them with appropriate accommodations and services. Special teachers should also be aware of their responsibilities in creating and implementing Individualized Education Programs (IEPs) for students with special needs.7. Question: How do you stay current with best practices and trends in special education?Answer: To stay current with best practices and trends in special education, I regularly attend professional development workshops and conferences, participate in online forums and communities, collaborate with other special education professionals, and engage in ongoing research and learning.8. Question: How would you handle conflicts or disagreements with parents or colleagues regarding the educational needs of a student with special needs?Answer: In such situations, I would strive to maintain open and respectful communication, listen to all perspectives, and work collaboratively to find a solution that best meets the needs of the student.I would also seek guidance from school administrators or special education coordinators if necessary.These are just a few sample questions and answers that may be included in the 2024 Special Teacher Recruitment Written Test. It is important for candidates to demonstrate their knowledge, skills, and commitment to supporting students with special needs in the education system.。
美国残疾政策英语作文
美国残疾政策英语作文In the United States, disability policy is a complex tapestry woven with threads of rights, accommodations, and challenges. At its core, it aims to provide equal opportunities for those with disabilities, but the reality often falls short of the ideal. Accessibility is not just about ramps and widened doorways; it's about inclusion in every aspect of society.Employment remains a battleground for many individuals with disabilities. Despite laws mandating equal treatment, discrimination still lurks in the shadows of hiring practices. The job market can feel like a maze, with barriers at every turn. However, some companies are leading the charge, embracing diversity and fostering environments where everyone can thrive.Education is another frontier where battles are fought daily. While laws like the Individuals with Disabilities Education Act (IDEA) aim to level the playing field, thejourney from inclusion to meaningful participation can be rocky. Schools must not only provide accommodations but also cultivate a culture of acceptance and support.Healthcare is a critical piece of the puzzle, yet access remains a significant hurdle for many. From inaccessible buildings to prohibitively expensive treatments, the healthcare system often feels like a maze with no exit. For those with disabilities, navigating this labyrinth can mean the difference between life and death.Social attitudes toward disability play a significant role in shaping policy and practice. Despite strides toward acceptance, stigma persists like a stubborn stain on society's fabric. Changing hearts and minds requires more than laws and regulations; it demands empathy, understanding, and a willingness to challenge preconceptions.Technology offers both promise and peril forindividuals with disabilities. From screen readers to speech recognition software, innovations have opened doorsonce thought closed. However, the digital divide stilllooms large, leaving many on the wrong side of progress.Transportation is often overlooked but crucial for independence and participation in society. For many with disabilities, getting from point A to point B is a daily struggle. Whether it's inaccessible public transit or exorbitant ride-sharing fees, barriers to mobility limit freedom and opportunity.Housing is not just a roof over one's head; it's a foundation for life. Yet, for individuals with disabilities, finding accessible and affordable housing can feel like searching for a needle in a haystack. Discriminatory practices and limited options conspire to create a housing crisis within a housing crisis.In conclusion, disability policy in the United Statesis a work in progress, marked by both victories and setbacks. While laws provide a framework for equality, implementation often lags behind. True inclusion requires more than words on paper; it demands a concerted effort todismantle barriers and build a society where everyone has a seat at the table.。
美国特殊教育法律案例(3篇)
第1篇一、案件背景约翰·多伊（John Doe）是一名居住在美国某州的小学生，患有自闭症。
约翰的母亲认为，当地教育委员会（以下简称“教育委员会”）没有为其提供必要的特殊教育资源，违反了美国《残疾人教育法案》（Individuals with Disabilities Education Act，简称IDEA）。
于是，约翰的母亲将教育委员会告上法庭，要求法院判决教育委员会为约翰提供符合其需要的特殊教育资源。
二、争议焦点本案的争议焦点在于：教育委员会是否为约翰提供了符合其需要的特殊教育资源，是否违反了IDEA的相关规定。
三、案件审理过程1. 初审法院判决初审法院认为，教育委员会为约翰提供了符合其需要的特殊教育资源，驳回了约翰母亲的诉讼请求。
2. 上诉法院判决约翰的母亲不服初审法院的判决，向上诉法院提起上诉。
上诉法院认为，初审法院在审理过程中存在错误，于是撤销了初审法院的判决，并将案件发回初审法院重新审理。
3. 重审法院判决重审法院在审理过程中，充分考虑了约翰的实际情况，认为教育委员会并未为约翰提供符合其需要的特殊教育资源，违反了IDEA的相关规定。
因此，重审法院判决教育委员会败诉，要求其为约翰提供符合其需要的特殊教育资源。
四、案件结果重审法院的判决结果如下：1. 教育委员会败诉，需为约翰提供符合其需要的特殊教育资源。
2. 教育委员会需承担相应的法律责任，包括赔偿约翰母亲因诉讼而产生的合理费用。
五、案件意义本案具有以下意义：1. 提高了公众对IDEA的认识，使更多人了解该法案对特殊教育的重要性。
2. 强化了教育委员会对IDEA的执行力度，使其更加重视特殊教育工作。
3. 为特殊教育学生提供了有力的法律保障，确保其获得符合自身需要的教育资源。
4. 倡导了全社会关注和支持特殊教育，为特殊教育学生创造一个公平、和谐的成长环境。
六、案例分析本案中，约翰的母亲利用IDEA维护了儿子的合法权益，为特殊教育学生争取到了应有的教育资源。
今年的第34个全球残疾人节英语作文
Empowering Persons with Disabilities: Celebrating the 34th Global Day of Personswith DisabilitiesToday, we observe the 34th Global Day of Persons with Disabilities, a day dedicated to promoting the rights and well-being of individuals with disabilities worldwide. This year's theme, "Empowering Persons with Disabilities and Ensuring Their Full and Effective Participation andInclusion in Society," resonates deeply with the global community's commitment to fostering a more inclusive and accessible world for all.As we mark this significant day, it's important toreflect on the progress made in the past year in promoting the rights and opportunities of persons with disabilities. Around the globe,advancements in technology, policy reforms, and increased awareness have led to significant improvements in the lives of those with disabilities. However, despite these achievements, much remains to be done.In this era of rapid technological advancement, it's crucial to ensure that the needs and aspirations of personswith disabilities are at the forefront of innovation. Access to assistive technologies, inclusive design, and accessible information and communication technologies are essential for enabling persons with disabilities to fully participate in society. Furthermore, policies that promote equal opportunities and protect the rights of persons with disabilities must be implemented and enforced.Inclusion and integration are also integral to the empowerment of persons with disabilities. Ensuring that individuals with disabilities have access to education, healthcare, employment, and community activities is crucial for their overall well-being and for fostering a truly inclusive society. It is only through inclusive practices that we can create a world where everyone, regardless of their abilities, has the opportunity to reach their full potential.Moreover, it's important to recognize the resilience and strength of persons with disabilities. They are agents of change, contributors to society, and role models of determination and perseverance. By celebrating their achievements and contributions, we can foster a culture ofrespect and understanding that leads to greater acceptance and inclusion.In conclusion, the 34th Global Day of Persons with Disabilities is a reminder of our shared responsibility to promote the rights and well-being of persons with disabilities. It is a call to action for all of us to create a world that is more inclusive, accessible, and empowering for everyone. By working together, we can ensure that the rights and aspirations of persons withdisabilities are realized, and that they are fully and effectively included in all aspects of society.**残疾人力量：庆祝第34个全球残疾人日**今天，我们迎来了第34个全球残疾人日，这是一个致力于促进全球残疾人士权利和福祉的日子。
不同类型的教育英语作文
不同类型的教育英语作文Different Types of Education。
Education is a fundamental aspect of human development and plays a crucial role in shaping individuals and societies. It equips individuals with knowledge, skills, and values necessary to thrive in various aspects of life. While education is commonly associated with traditional classroom-based learning, there are several different types of education that cater to different needs and preferences. In this article, we will explore various types of education and their significance in today's world.1. Formal Education。
Formal education is the most common type of education that people undergo. It typically takes place in schools, colleges, and universities, where students follow a structured curriculum and are taught by trained educators. Formal education is characterized by standardizedassessments, grades, and certifications. It provides individuals with a comprehensive understanding of various subjects and prepares them for future careers. Formal education is crucial for developing critical thinking skills, acquiring knowledge, and fostering social development.2. Informal Education。
励志名人故事200字海伦凯勒作文高中
励志名人故事200字海伦凯勒作文高中Helen Keller, a renowned figure in history, serves as an inspiration to many with her incredible story of overcoming adversity.海伦凯勒，作为历史上著名的人物，以她不可思议的克服逆境的故事成为许多人的榜样。
Born in 1880, Helen Keller was struck by an illness in her infancy, leaving her blind, deaf, and mute. However, with the help of her dedicated teacher, Anne Sullivan, Keller learned to communicate through touch, ultimately becoming the first deaf-blind person to earn a bachelor of arts degree.海伦凯勒于1880年出生，幼年时患病致使她失去了视力、听力和语言能力。
然而，在她专注的老师安妮·沙利文的帮助下，凯勒通过触摸学会了沟通，最终成为了第一个获得文学学士学位的聋哑人。
Keller's determination and optimism continue to inspire individuals facing their own challenges. Her ability to triumph over seeminglyinsurmountable obstacles serves as a beacon of hope for many, reminding us all that resilience and perseverance can lead to success.凯勒的决心和乐观继续激励着面对挑战的个人。
关爱残疾人英语作文
关爱残疾人英语作文Title: Embracing and Supporting People with Disabilities。
In today's society, it is imperative that we prioritize the care and support of individuals with disabilities. Providing love, understanding, and assistance to those facing physical, mental, or emotional challenges is notjust a moral obligation but also a reflection of our humanity. In this essay, we will delve into the importance of caring for people with disabilities and explore various ways we can extend our support to create an inclusive and compassionate community.First and foremost, it is crucial to recognize the inherent dignity and worth of every individual, regardless of their abilities or limitations. People with disabilities deserve to be treated with respect, empathy, and kindness, just like anyone else. By fostering a culture of acceptance and inclusivity, we can create a more supportiveenvironment where everyone feels valued and included.One of the most significant ways we can demonstrate our care for people with disabilities is by advocating fortheir rights and ensuring equal access to opportunities. This includes advocating for accessible infrastructure, such as wheelchair ramps, elevators, and Braille signage, to enable individuals with disabilities to navigate public spaces with ease. Additionally, promoting inclusive education and employment practices can help break down barriers and empower people with disabilities to fully participate in society.Moreover, offering practical assistance and support to individuals with disabilities can greatly enhance their quality of life. This may involve providing assistive devices, such as hearing aids or mobility aids, to help them overcome physical limitations. Furthermore, offering emotional support and encouragement can help boost their confidence and self-esteem, enabling them to overcome challenges and pursue their goals with determination.In addition to individual acts of kindness, community-based initiatives and organizations play a crucial role in providing ongoing support to people with disabilities. By volunteering with or donating to disability advocacy groups, we can contribute to the implementation of programs and services that address the unique needs of individuals with disabilities. These organizations often offer a wide rangeof resources, including counseling, therapy, and vocational training, to help people with disabilities lead fulfilling and independent lives.Furthermore, promoting awareness and education about disabilities is essential in fostering empathy and understanding within society. By challenging stereotypesand misconceptions, we can combat stigma and discrimination against people with disabilities. This can be achieved through public campaigns, educational workshops, and inclusive media representation that highlight the diverse talents and contributions of individuals with disabilities.In conclusion, caring for people with disabilities is not just a moral imperative but also a fundamental aspectof building a compassionate and inclusive society. By recognizing the inherent worth and dignity of every individual, advocating for their rights, offering practical support, and promoting awareness and understanding, we can create a world where people of all abilities are embraced and empowered to thrive. Let us strive to be allies and champions for people with disabilities, ensuring that they are valued, respected, and supported in every aspect of life.。
94142公法
94142公法
94-142公法是指国家的一项教育法案，全称为《残疾儿童法》（Individuals with Disabilities Education Act，简称IDEA）。
该法案于1975年通过，后来在1990年进行了修订，现已被改称为《残疾儿童教育法》（Individuals with Disabilities Education Improvement Act）。
94-142公法的目的是确保所有残疾学生都能够获得免费适切的公共教育。
根据这项法案，教育机构必须提供特殊教育和相关服务，以满足残疾学生的个别需求。
它要求学校提供个性化的教育计划（Individualized Education Program，简称IEP），确保残疾学生能够参与到普通教育中，并取得学术进步。
94-142公法对于确保残疾学生的权益、提供适切的教育和支持服务起到了重要的作用。
它为残疾学生和他们的家庭提供了保障，并助力他们实现自身潜力的发展。
国家开放大学2022春(202207)《1354高级英语阅读(2)》期末考试真题及答案-开放本科
试卷代号:1354国家开放大学2022年春季学期期末统一考试高级英语阅读(2)试题答案及评分标准(供参考)2J22年7月Section I New WordsI. Match each vocabulary word on the left with the correct definition on the right.(30 points, 3 points each)I. F 2.G 3. H 4. A 5.B6. D7. E8. C9. J 10. III.Fill in the blanks with words fron the boxbelow. (30 points, 3 points each)munication12.capacity13.acquire14.research15.focusing16.structures17.produce18.journal19.identical20.percentSection II Read i ngConprehens ionI.For each question, choose the best answer based on the reading passage. (25 points, 5 points each)21. D 22. B 23. A 24. A 25. CII.Decide whether the following statements are true or false. Write "T" for True and“F" for False onthe Answer Sheet. (15 points, 3 points each)26. F 27. T 28. T 29. T 30. F试卷代号：1354国家开放大学2022年春季学期期末统一考试高级英语阅读(2)试题2022年7月注意事项一、将你的学号、姓名及分校(工作站)名称填写在答题纸的规定栏内。
The Importance of Education
The Importance of Education Education is a fundamental human right and a key factor in the development of individuals and societies. It plays a crucial role in shaping the future of individuals and communities by providing them with the knowledge, skills, and values necessary to lead successful and fulfilling lives. The importance of education cannot be overstated, as it has a profound impact on various aspects of human life, including economic prosperity, social mobility, and personal well-being. One of the most significant benefits of education is its role in promoting economic prosperity. Education equips individuals with the skills and knowledge necessary to secure employment and contribute to the growth and development of the economy. In today's knowledge-based economy, the demand for highly skilled workers is increasing, and education is the key to unlocking opportunities for individuals to access higher-paying jobs and improve their standard of living. Furthermore, education also fosters innovation and entrepreneurship, which are essentialdrivers of economic growth and competitiveness in the global market. Moreover, education is a powerful tool for promoting social mobility and reducing inequality. It provides individuals from diverse backgrounds with equal opportunities to succeed and improve their circumstances. By receiving a quality education, individuals can break the cycle of poverty and overcome social barriers that may have otherwise limited their prospects. Education empowers individuals tochallenge societal norms and create positive change, ultimately leading to a more inclusive and equitable society. In addition to its economic and social benefits, education also plays a crucial role in promoting personal well-being and fulfillment. It provides individuals with the knowledge and skills necessary to make informed decisions about their health, relationships, and overall quality of life. Education also fosters critical thinking and problem-solving abilities,which are essential for navigating the complexities of the modern world. Furthermore, education promotes a sense of personal empowerment and self-confidence, enabling individuals to pursue their passions and achieve their full potential. From a global perspective, education is essential for fostering peace, tolerance, and understanding among diverse cultures and communities. It promotes mutual respect and empathy, which are essential for building harmoniousrelationships and resolving conflicts. By educating individuals about the valuesof tolerance and respect for diversity, education contributes to the creation of a more peaceful and cohesive society. Furthermore, education plays a vital role in addressing pressing global challenges, such as climate change, poverty, and public health, by equipping individuals with the knowledge and skills necessary to contribute to sustainable solutions. Despite its numerous benefits, access to quality education remains a challenge for millions of individuals around the world. Economic disparities, gender inequality, and limited resources are some of the barriers that prevent individuals from receiving a quality education. In many developing countries, children are unable to attend school due to financial constraints, lack of infrastructure, or cultural norms that prioritize certain groups over others. Furthermore, marginalized communities, including women and girls, individuals with disabilities, and refugees, often face additional barriers to accessing education, further perpetuating inequality. In conclusion, education is a fundamental human right and a powerful driver of individual and societal development. It has far-reaching implications for economic prosperity, social mobility, personal well-being, and global peace. By providing individuals with the knowledge, skills, and values necessary to succeed, education empowers them tolead fulfilling lives and contribute positively to their communities. However, significant challenges remain in ensuring that all individuals have access to quality education. It is essential for governments, international organizations, and civil society to work together to address these challenges and ensure that education is accessible to all. Only then can we fully harness the transformative power of education and create a more equitable and prosperous world for future generations.。
以根为本以枝为末的作文素材
以根为本以枝为末的作文素材英文回答：The prompt asks for writing material based on the concept of "root and branch". This metaphorical expression refers to the idea of starting from the fundamental aspects or the root of a matter and then expanding or exploring its various aspects or branches. It signifies a comprehensive understanding or analysis of a topic.One possible example that can be used for this prompt is the concept of education. Education can be seen as the root that provides the foundation for individuals to grow and develop. It encompasses various branches such as formal education, informal learning, and lifelong learning.Formal education, which includes schools, colleges, and universities, forms the main branch of education. It provides structured learning environments and academic qualifications. Informal learning, on the other hand,refers to the knowledge and skills acquired outside of formal educational institutions, such as through self-study, hobbies, or practical experiences. This branch emphasizesthe importance of lifelong learning and personal growth.Another branch of education is vocational training, which equips individuals with specific skills for aparticular profession or trade. This branch recognizes the need for practical skills in various industries and professions. Additionally, there is the branch of inclusive education, which emphasizes the importance of providing equal educational opportunities for individuals with disabilities or special needs.Furthermore, education can also be seen as a branch of personal development. It helps individuals cultivate values, critical thinking, and problem-solving skills. Education is not just about acquiring knowledge, but also about developing character and fostering creativity.In conclusion, the concept of "root and branch" can be applied to various aspects of life, and education is justone example. Starting from the root of education, we can explore its various branches such as formal education, informal learning, vocational training, and personal development. Education is a lifelong journey that encompasses both academic and practical knowledge, and it plays a crucial role in shaping individuals and society.中文回答：这个问题要求根据“以根为本以枝为末”的概念提供作文素材。
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Highly Qualified (cont.)
Special educators who teach core academic subjects must meet the highly qualified teacher requirements in NCLB and must demonstrate competence in the core academic subjects they teach.
with Disabilities C. Infants and Toddlers with Disabilities D.National Activities to Improve Education
of Children with Disabilities E. National Center for SPED Research
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Section 1400 - Purpose
“…to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living…”
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Highly Qualified
The requirement for highly qualified special educators are new and brings IDEIA in line with NCLB. A “highly qualified teacher” has full state certifications (no waivers), holds a license to teach, and meets the state requirements.
The definition of transition services was changed to a “results-oriented process” that improves “the academic and functional achievement of the child with a disability” and facilitates the child’s transition from school to employment and further education.
Special educators who do not provide instruction in core academic subjects do not have to meet the highly qualified teacher requirements.
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Transition Services
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Paperwork Reduction
New to IDEIA. DOE may grant waivers to 15 states for pilot programs to reduce paperwork and other “non-instructional burdens.” Two years after IDEIA is enacted, DOE must report to Congress on the effectiveness of these waivers.
The phrase “further education” focuses on the increased emphasis on transition services.
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Section 1401 - Definitions
Six new definitions added:
Core academics subjects Highly qualified teachers Homeless children Limited English proficient Universal design Ward of the state
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Part A: General Provisions
Describes the purpose of the law (section 1400) Legal definitions (section 1401) States not immune from suit for violations of IDEIA (section 1403) Requirements and timelines for federal SPED regulations (section 1406) Paperwork reduction (section 1408)
Individuals with Disabilities Education Improvement Act of 2004
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IDEIA 2004 – Five Parts
A. General Provisions B. Assistance for Education of All Children
Requirements are slightly different for new v. veteran teachers; for elementary, middle and high school teachers; for teachers of multiple subjects; and for teachers who teach to alternative standards.