SNE!
すね！（？）
http://www.nise.go.jp/kenshuka/josa/kankobutsu/pub_d/d-292/d-292_16.pdf
マレーシアの特別支援教育について。
プチ訪問できそうな機会があり。予習。
Director, Special Education Division,
Ministry of Education Malaysia
というのがあるのね。教育省の中に特別支援教育の部局が。
National Autism Society Of Malaysia (NASOM)というのもあるんだ。
なそむ。NGOなのかな。
The main objective was to provide the children with a regular school
environment. NASOM prepare children with autism for inclusion by setting a few actions duringtransition period.
1. Transition class
A transition class was conducted by NASOM for at least 6 months. They manage their own behavior, improve their social and communication skills, as well as their academic skills. Individualized Education Plan (IEP) was developed for each child
IEPあるんだね！！
2. Family support services
As part of the family support services, NASOM teachers visited the children’s home. During the visits, the teachers observed the children’s behaviour and helped the parents to provide a structured learning environment at home. Learning material was provided to the parents so that the children were better prepared for the next school term.
家庭訪問で構造的な学習環境を提供、教材も。教材気になる。
3. Screening test
The children listed for inclusion sat for a series of tests given by the mainstream school and were placed in inclusive classroom if they passed. In 2007, a new set of criteria was introduced, ASD (Autistic Spectrum Disorder) children were given an opportunity to gain knowledge and experience in the mainstream setting.
4. Initial orientation visits
空っぽの教室にいってみる、教室を後ろから見学するなど少しずつ慣らしてから通常学級に入っていく。
At least three initial visits or stages of orientation were arranged for each child. Each stage of orientation took a week to be completed. The students were orientated to the physical surroundings within the school compound under the guidance of the teacher aides. The first stage was conducted during the year-end school holiday where the school is empty. The second stage of orientation took place when the new school-term begins. In the second week, the children were allowed to spend time observing other children and the teaching process from a distance. The second visit usually lasted 2-3
hours a day. Third stage of orientation lasted for more than 3 hours a day.
Full inclusion were introduced after these stages of orientation. They followed the mainstream school schedule and take part in all activities with the help of teacher aids. These children were placed under a three month probation period in the mainstream school.
5. Support Classes
Children with autism attend after school support classes at NASOM to do their homework andrevisions. Class play skills as well as social and communication skills are taught.
あつい
最近工作稍微shāowēi闲xián、有点罪恶感。。。zuì è gǎn
まじめだな。。
ずるしても真面目にも生きていける気がしたよ。
