Fuentes bibliográficas sobre Humanidades y Ciencias Sociales en América Latina

febrero 28, 2007 at 8:14 pm (akurion3, Blogroll, glob, representa)


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Me pregunto quién mas revisa este blog…

febrero 23, 2007 at 6:46 pm (akurion3)

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febrero 21, 2007 at 3:16 am (akurion3, Blogroll, la nave de los locos 2, representa)


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febrero 17, 2007 at 11:17 pm (Uncategorized)

La teoría de la complejidad y su influencia en la escuela

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febrero 17, 2007 at 10:00 pm (Uncategorized)

Universidad Miguel Hernández de Elche
Psicologia de la Educacion
Ficha Asignatura – Curso 2006/2007

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Comprometiendo la tramposa neutralidad. Posicionando a la Sociología Militante

febrero 16, 2007 at 9:37 pm (akurion3, la nave de los locos 2, representa)

Bosco Camilo González
Publicado en Antroposmoderno el 24/12/06


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What is so special about special education?

febrero 16, 2007 at 9:30 pm (akurion3)

There is nothing special about special education. Educational methods have not changed significantly in at least 2,500 years. IQ tests were developed to identify those in need of special education, with the intention of developing appropriate educational methods. Effective special educational methods have yet to be developed. IQ tests are diagnostic but not prescriptive. Effective special educational methods will not be developed until (a) individual differences in student characteristics beyond IQ scores are recognized and understood and (b) educators focus on specific and realistic goals for outcome.

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Special education in Russia: History, reality, and prospects.

febrero 16, 2007 at 9:22 pm (akurion3)

Special education in Russia is undergoing major change. It is shifting from a system that was first established under the Soviet communist regime over 70 years ago to one that reflects a more humanistic view of children with disabilities. To describe special education in Russia, this article (a) explains the background information on the formation of a Russian-American partnership, (b) offers an historical perspective of special education in Russia, (c) reviews the current status of special education in Russia and in particular the Sverdlovsk Oblast, and (d) forecasts future directions of Russian special education. In considering new goals and future directions for special education in Russia, the authors suggest that the policies and legislation developed by the Provinces in Canada may offer a workable model for a Russian special education system.

This article is the outcome of a working partnership between two universities–one in Russia and the other in the United States. The two universities have in common large departments of special education and a curriculum that prepares teachers to work with students with disabilities.

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“General special education” – defining a questionable area of theory, action and research

febrero 16, 2007 at 9:18 pm (akurion3)

Special education is characterized as an integral part of education in general, and of the interdisciplinary field of rehabilitation. Its close relationship to social work/social education and its dependence on relevant related disciplines are pointed out. The establishment of a “general special educational theory” is regarded as problematic and theoretically impossible, as concrete and differentiated educational statements must always be made in relation to quite definite groups of pupils and/or educational needs. Theoretical reflections and practical actions in the field of special education are, therefore, necessarily directed towards persons with certain types of disabilities and/or specific special educational needs. While “General Special Education” (or “Education of the Handicapped”) is rejected as an intermediate field of theory between general education and specific special educational theories, the importance of interdisciplinary and comparative actions in the area of special education and some other overlapping tasks in this field are emphasized.

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Special education for students with disabilities: analysis and recommendations

febrero 16, 2007 at 9:15 pm (akurion3)

Twenty years ago, the educational rights of students with disabilities were dramatically and firmly established in law and practice. Prior to that time, many students were refused enrollment or special educational services. As recently as 1973, at least one million students were denied enrollment in public schools solely on the basis of their disabilities, and at least two million others were not receiving an education appropriate to their needs. Although every state has provided some form of special education throughout this century, these services were largely at the discretion of local school districts. Only since a federal court case in 1972 and the passage of federal legislation in 1975 have all states been mandated to provide a free, appropriate public education to all students with disabilities. Today, as Parrish and Chambers point out in this journal issue, special education for students with disabilities is the largest categorical program in public schools, costing an estimated $32 billion. Since the passage of Public Law 94-142 in 1975 (later retitled the Individuals with Disabilities Education Act, or the IDEA), the number of elementary and secondary students receiving special education has increased from 3.7 million to 4.6 million, increasing also from 8% to 11% of all students in public schools. According to Parrish and Chambers, the population of students eligible for special education is expected to continue to rise. The IDEA governs the educational rights of individuals from birth to age 21, though only students in elementary and secondary school are addressed in this journal issue. The IDEA allowed access to the public schools for many students who had previously been denied enrollment. The IDEA has also been given partial credit for decreasing the rate of institutionalization of individuals with disabilities. Before the IDEA, many parents had the sole responsibility of meeting all the needs of their severely disabled children 24 hours per day; once schools began to provide extensive services to students with severe disabilities, more families were able to avoid institutionalization. Under the IDEA, states and local districts were given a mandate to provide specialized educational programs to students with special needs, and students and parents were given a mechanism for enforcement of their rights. In a 1989 survey, 94% of parents of students with disabilities agreed that services for these students had improved since the implementation of the IDEA. Yet special education today is widely criticized as expensive, ineffective, inadequately coordinated with regular education, and/or culturally biased. The National Association of State Boards of Education has recommended radical reduction in the size of special education. Special education also has its champions, who argue that many students perform better academically and have better self-esteem when provided with special services, often in a separate setting. This analysis addresses five questions concerning special education under the IDEA: (1) Why are so many students considered disabled? (2) What are the educational needs of students with disabilities? (3) How should appropriate, individualized services be funded? (4) Are the IDEA’s procedural protections necessary? (5) Can regular education meet the needs of more students?

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