What Are the Different Types of Alternative Education Resources?

Inclusion is a new special education theory following the "back to the mainstream" education concept. However, her education method is designed to adapt to the learning of children with different traits through specially designed environments and teaching methods, so we can see integration The classroom of the class is different from that of ordinary elementary school classrooms. Instead of sitting in a row facing the blackboard and looking at the teacher, it is divided into small groups. There are many auxiliary teaching aids that are rarely written on the blackboard. Children's different learning goals are to use cooperative learning, cooperative groups, and peer-to-peer learning and cooperation to achieve fully contained strategies and goals. The ultimate goal is to include special children in the mainstream of education, physical environment, and social life. Therefore, regardless of ordinary children or special children, they have different learning goals because of their different characteristics. Scores are not the only indicator, but the happy learning that is appropriate and appropriate.

1. Integration refers to a way to get the majority of children with disabilities into ordinary classes and promote learning in ordinary classes.

2. Full integration means that special children can be integrated into ordinary classes at all times regardless of their category and priority.

3. Convergence Hope to merge the general and special education systems, establish a unified and unique system to manage educational resources, and hope to integrate students from different types of classes together.

1. Reduce the cost of special students.

2. Representing positive changes in the education system.

3. Establish new social relationships with classmates.

4. Let everyone take the initiative to care for the academic and social benefits of ordinary and special students.

5. Have access to more talented teachers.

6. Able to receive high quality general education.

1. Special education lacks rigorous curriculum.

2. Special education lacks high quality

1. Cooperative planning and teaching for teachers in ordinary and special classes.

2. Collaborative learning.

3. Effective teaching.

4. Attitude to facilitate interaction.

5. Adequate resources and support systems.

6. Policy.

Under the concept of integration, as long as there are special students in the class, the teacher must provide teaching that meets the needs of the students. The concept of integration is easy to understand, but it still requires the cooperation of many relevant elements in implementation, such as:

(1) Ordinary teachers and special teachers should cooperate with each other to educate students together.

(2) Teachers should focus on students' abilities, not student obstacles.

(3) The role of the principal in integrated education is the leader and supporter.

(4) Inclusive education requires time and energy, but also requires frequent meetings to communicate and coordinate.

(5) Encourage parental participation and continuous parent-teacher cooperation to create a win-win outcome.

(6) Pay attention to

Inclusive education has been promoted to this day, regardless of foreign or domestic, those who support it go forward courageously, and those who oppose it have no intention to participate. Although the integration trend has attracted a lot of opposition, from the perspective of the educational philosophy of integration, if all students have the right to receive education in the least restrictive environment, special children are also members of the class, and students should learn well with a single education. The ability of the system to replace the ordinary, special dichotomy education system and the interactive influence of parents, teachers, and students can make the integration model easier to succeed than the separation model. If we adhere to this concept, the integration model is indeed a worthwhile direction in the development of future education. However, the realization of integrated education does require overall consideration and comprehensive supporting measures in order to truly benefit all children in the implementation process.

Foreign literature proposes four feasible modes for implementing integrated education. This article will introduce these four integration modes in detail and compare them with the phenomenon in Taiwan. It will also serve as a reference for the implementation of integrated education in the future:

Teachers and teachers of special education often have two problems in mind:

1. What can I do to make my child's learning achieve the best results?

2. To what extent does specialised teaching hope?

In fact, the purpose of integrated education is not to benefit teachers, but to truly meet the long-term needs of students. Because of this, although the isolation program is good for teachers 'teaching, it may not be good for students' learning and development. In other words, there must be two elements to truly implement integrated education:

1. Must meet the special needs of students.

2. Establish common beliefs among members.

Inclusive education is based on the following six principles

Zero rejection

2.Educate at a school near your home

3. Arrange special students in ordinary classes according to natural proportions

4. Being in a class of similar age

5. Cooperation between general education and special education teachers

6. Educational services are built on the strengths of understanding student abilities and teaching from strengths ^[1]