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"Special education Art"
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The Development of Psycho-Didactic Skills within Special Art Education Projects
The paper presents the possibilities of developing the psychodidactic skills of students participating in a new pedagogical practicum conducted by the Department of Art of Masaryk University in Brno. Special art education (SAE), a program primarily designed for sociallydisadvantaged clients, imposes specific requirements on leading art activities. The students became part of a qualitative research program, which was implemented from 2010 to 2013 and which helped to articulate which psycho-didactic skills each student already had; this was accomplished through the implementation of specific art activities with clients from five participating institutions. The paper presents a part of the results of the research.
Journal Article
They're Called the \Throwaways\
They were named the \"throwaways.\" Children with learning differences engaged in artmaking as sensemaking to promote issues of social justice in K-12 schools. For the first time, children with learning differences, teachers, staff, and school leaders come together and share how they understand the role artmaking as sensemaking plays in empowering disenfranchised populations.
eBook
Skill building for ESL and special education
The forty-four units are organized, presented and applied to everyday, real-life situations. They include whole class and small group activities. Each unit contains the following material: Competency Goals, Vocabulary: Listen, Read, Say, and Structures and Skill Building. The Student Textbook will help you to achieve fluency in English words and phrases which are essential for everyday life. There is also a coordinating Student Workbook to be used along with the textbook to give you practice with spelling, word definitions and correct application of grammatical structures.
eBook
量規運用於特殊師範藝術教育師資人才培養之學習成果評量研究：以手語舞蹈頂點課程為例
本研究以南京特殊教育師範學院音樂學本科專業「手語舞蹈頂點課程期末考試量規」之構建與應用為例，驗證其信度和效度。研究結果顯示，四位評價者間的相關係數值介於.936～.951之間，說明四位評價者使用「手語舞蹈頂點課程期末考試量規」評分一致性較高，本量規具有良好的評分者信度；學生對「手語舞蹈頂點課程期末考試量規」使用之問卷各題的平均數均超過4.0，說明學生對使用本量規持有正向態度。多數學生認為使用本量規比傳統百分制給分方式更客觀、更公平，是一種有效、多元的評價方法。量規為手語舞蹈頂點課程期末考試改革提供了指導，最大限度保證了評價學習成果的客觀性和科學性，提高了手語舞蹈頂點課程教學質量，在培養特殊師範藝術教育師資人才方面具有積極的推動作用
Journal Article
