期刊目次

加入编委

期刊订阅

添加您的邮件地址以接收即将发行期刊数据:

Open Access Article

International Journal of Education. 2024; 6: (1) ; 21-23 ; DOI: 10.12208/j.ije.20240007.

Home school cooperation for special students
特殊学生的家校合作

作者: 赵建玲 *

北京市通州区梨园学校 北京

*通讯作者: 赵建玲,单位:北京市通州区梨园学校 北京;

发布时间: 2024-03-23 总浏览量: 626

摘要

正常儿童的成长发育进度基本一致,而特殊学生往往在生理、心理及智力等方面都可能存在问题,所以需要特殊对待。家庭和学校对培养学生都有重要的作用,家校合作不仅更有利于学生的健康成长,还能帮助家庭和学校的教育目的协调与统一。家校合作让家长能够参与到学校的教育中,通过与学校其他家长的沟通和交流总结教育经验,及时掌握更全面的信息,从而提高家长自己的教育观念和教育素养,为特殊学生的未来发展营造更好的环境[1]。

关键词: 特殊学生;家校合作

Abstract

Normal children's growth and development progress is basically the same, and special students often have problems in physical, psychological and intellectual aspects, so they need special treatment. Both family and school play an important role in cultivating students. Home-school cooperation is not only more conducive to the healthy growth of students, but also helps to coordinate and unify the educational purposes of family and school. Home-school cooperation enables parents to participate in school education, summarize educational experience through communication and exchange with other parents of the school, and grasp more comprehensive information in time, so as to improve parents' own educational concepts and educational literacy, and create a better environment for the future development of special students [1].

Key words: Special students; Home-school cooperation

参考文献 References

[1] 周沛. 特殊学生家校合作的价值重构:从家长参与走向家校融合[J]. 绥化学院学报,2023,43(10):142-145.

[2] McIntyre Laura Lee, Santiago Rachel T, Sutherland Marah. Parenting stress and autistic children's emotional problems relate to family-school partnerships and parent mental health.[J]. School psychology (Washington, D.C.), 2023, 38(5):273-286.

[3] McWayne Christine M., Melzi Gigliana, Mistry Jayanthi. A home-to-school approach for promoting culturally inclusive family–school partnership research and practice [J]. Educational Psychologist,2022,57(4):238-251.

[4] 乔子瑾,王碧涵,吴潇萍,等.提高孤独症儿童家长康复训练技能的探索——以辅助提示技能为例[J].现代特殊教育,2022,(13):67-68.

[5] 刘洋.重构家校合作中特殊学生家长的话语权——基于我国当前大力推进融合教育的反思[J].绥化学院学报,2022,42(07):46-50.

[6] Dalgaard Nina T., Bondebjerg Anja, Viinholt Bjørn C. A., Filges Trine. The effects of inclusion on academic achievement, socioemotional development and wellbeing of children with special educational needs[J]. Campbell Systematic Reviews,2022,18(4):e1291-e1291.

[7] Bei Chen, Qingqing Wang. Investigation on the Current Situation of Elective Special Education Courses in Preschool Education Major from the Perspective of Inclusive Education: Based on a Case Study of a University in Sichuan Province[J]. Applied & Educational Psychology, 2022, 3(4):

[8] 吴重涵,张俊.制度化家校合作的内在动力、行动逻辑与实践路径——基于十年家校合作实验的回顾与反思[J].中国教育学刊,2021,(09):68-75.

[9] 吴旭亚.亲师合作与家庭支援的影响因素及对策探析——基于特殊教育家校合作的视角[J].绥化学院学报,2021,41(07):133-136.

[10] 王翠艳,李可如,徐林康.“互联网+”背景下特殊教育家校合作途径探索[J].绥化学院学报,2021,41(04):130-132.

引用本文

赵建玲, 特殊学生的家校合作[J]. 国际教育学, 2024; 6: (1) : 21-23.