In January 2017, the State Council of the People’s Republic of China revised and adopted the Regulations on Education for Persons with Disabilities The revision, which adapts to the new situation brought by the educ...In January 2017, the State Council of the People’s Republic of China revised and adopted the Regulations on Education for Persons with Disabilities The revision, which adapts to the new situation brought by the education reform and development in China, highlights the basic and key role of education for persons with disabilities in helping them to integrate into the society and participate in social life It updates the concept of education for persons with disabilities and improves various systems which ensure the right of persons with disabilities to education The revision and implementation of the Regulations is important for the promotion of education for persons with disabilities, the improvement of the entire education law system and the innovation of concepts of educational development.展开更多
The UN Convention on the Rights of Persons with Disabilities effective in 2008 explicitly stipulates that Member States shall guarantee that people with disabilities enjoy the right to education free from discriminati...The UN Convention on the Rights of Persons with Disabilities effective in 2008 explicitly stipulates that Member States shall guarantee that people with disabilities enjoy the right to education free from discrimination and without prejudice to equal opportunities.The Chinese government made amendments to the Law of the People s Republic of China on the Protection of Persons with disabilities and the Regulation on the Education of the Persons with Disabilities and issued a series of rules on the Education of the Persons with Disabilities so as to actively implement the Convention. In recent years,the number and proportion of children with disabilities who receive education in China and the number of students with disabilities receiving high school and higher education have been on the rise annually.However, there is still a gap in the level of education on all stages between persons with disabilities and persons without, presenting a huge challenge for the achievement of the right to education of persons with disabilities. We should continue to actively fulfill the obligations prescribed by the Convention to protect the right to education, explore the construction of integrated education, support the maintenance system,strive to improve the quality of special education,allocate resources for the education of persons with disabilities, and emphasize the appraisal of the education of persons with disabilities.展开更多
The issue of education for people with disabilities has become of increasing concern. How can we effectively guarantee the basic right to education for persons with disabilities? Will the revised Regulation on Educati...The issue of education for people with disabilities has become of increasing concern. How can we effectively guarantee the basic right to education for persons with disabilities? Will the revised Regulation on Education for Persons with Disabilities meet their needs? This article takes the Regulation on Education for Persons with Disabilities as the core and compares it with the related special educational laws of the United States, Britain and Japan. The following conclusions were drawn from this study: In terms of educational concept, the three countries follow the concept of inclusive education, and pursue equity and educational justice. They not only pay attention to inclusive education but also focus on improving the quality of education for students with disabilities. All three countries focus on accommodating children with special needs, but each implements its programs in a different way. These practices can be used as reference for the development of a special needs education law in China.展开更多
目的系统评价我国研究生与导师互动(导学互动)影响因素的质性研究,为强化护理研究生导学互动提供参考。方法检索PubMed、Web of Science、JSTOR、ProQuest和中国知网、万方数据、维普数据库有关我国导学互动影响因素质性研究的文献,检...目的系统评价我国研究生与导师互动(导学互动)影响因素的质性研究,为强化护理研究生导学互动提供参考。方法检索PubMed、Web of Science、JSTOR、ProQuest和中国知网、万方数据、维普数据库有关我国导学互动影响因素质性研究的文献,检索时限均为建库至2023年8月,采用澳大利亚JBI循证卫生保健中心(2016)质性研究质量评价标准进行文献质量评价,采用Meta整合方法对结果进行整合分析。结果共纳入14项研究,提炼36个研究结果,归纳成10个新的类别,综合成3个整合结果:导师个体因素,包括导师动机、能力及人格特质;研究生个体因素,包括研究生动机、能力、人格特质和社会关系;外界环境因素,包括科研团队因素、学校制度因素以及社会因素。结论我国研究生教育导师与学生互动受到导师、学生及外界环境的影响,需从多方面着手干预,以形成和谐导学关系,保障护理研究生教育质量。展开更多
文摘In January 2017, the State Council of the People’s Republic of China revised and adopted the Regulations on Education for Persons with Disabilities The revision, which adapts to the new situation brought by the education reform and development in China, highlights the basic and key role of education for persons with disabilities in helping them to integrate into the society and participate in social life It updates the concept of education for persons with disabilities and improves various systems which ensure the right of persons with disabilities to education The revision and implementation of the Regulations is important for the promotion of education for persons with disabilities, the improvement of the entire education law system and the innovation of concepts of educational development.
基金periodical achievement of "Research on Marching and Optimization of Supply and Demand of Public Services for Persons with Disabilities"(Project No.:2017ZDIXM116)as a key project of philosophy and social sciences for Institutes of Higher Learnings in Jiangsu Provincethe financial support of"Disability and Development Research Base"(Project No.:2017ZSJD011)as a project of off-campus research base for Institutes of Higher Leamings in Jiangsu Province and Six Major Talents Peak Projects of Jiangsu Province(Project No.:2016JY-043)
文摘The UN Convention on the Rights of Persons with Disabilities effective in 2008 explicitly stipulates that Member States shall guarantee that people with disabilities enjoy the right to education free from discrimination and without prejudice to equal opportunities.The Chinese government made amendments to the Law of the People s Republic of China on the Protection of Persons with disabilities and the Regulation on the Education of the Persons with Disabilities and issued a series of rules on the Education of the Persons with Disabilities so as to actively implement the Convention. In recent years,the number and proportion of children with disabilities who receive education in China and the number of students with disabilities receiving high school and higher education have been on the rise annually.However, there is still a gap in the level of education on all stages between persons with disabilities and persons without, presenting a huge challenge for the achievement of the right to education of persons with disabilities. We should continue to actively fulfill the obligations prescribed by the Convention to protect the right to education, explore the construction of integrated education, support the maintenance system,strive to improve the quality of special education,allocate resources for the education of persons with disabilities, and emphasize the appraisal of the education of persons with disabilities.
文摘The issue of education for people with disabilities has become of increasing concern. How can we effectively guarantee the basic right to education for persons with disabilities? Will the revised Regulation on Education for Persons with Disabilities meet their needs? This article takes the Regulation on Education for Persons with Disabilities as the core and compares it with the related special educational laws of the United States, Britain and Japan. The following conclusions were drawn from this study: In terms of educational concept, the three countries follow the concept of inclusive education, and pursue equity and educational justice. They not only pay attention to inclusive education but also focus on improving the quality of education for students with disabilities. All three countries focus on accommodating children with special needs, but each implements its programs in a different way. These practices can be used as reference for the development of a special needs education law in China.
文摘目的系统评价我国研究生与导师互动(导学互动)影响因素的质性研究,为强化护理研究生导学互动提供参考。方法检索PubMed、Web of Science、JSTOR、ProQuest和中国知网、万方数据、维普数据库有关我国导学互动影响因素质性研究的文献,检索时限均为建库至2023年8月,采用澳大利亚JBI循证卫生保健中心(2016)质性研究质量评价标准进行文献质量评价,采用Meta整合方法对结果进行整合分析。结果共纳入14项研究,提炼36个研究结果,归纳成10个新的类别,综合成3个整合结果:导师个体因素,包括导师动机、能力及人格特质;研究生个体因素,包括研究生动机、能力、人格特质和社会关系;外界环境因素,包括科研团队因素、学校制度因素以及社会因素。结论我国研究生教育导师与学生互动受到导师、学生及外界环境的影响,需从多方面着手干预,以形成和谐导学关系,保障护理研究生教育质量。
