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]探讨医学院校护理专业男生的个性心理特征,为医学院校培养健康护理人才提供理论依据。[方法]实验组(T组)为某医学高校护理专业男生49例;对照组(M组)为同一高校其他专业(非护理专业男生)男生56例。2组人群均使用艾森克个性问卷(Eys...[目的]探讨医学院校护理专业男生的个性心理特征,为医学院校培养健康护理人才提供理论依据。[方法]实验组(T组)为某医学高校护理专业男生49例;对照组(M组)为同一高校其他专业(非护理专业男生)男生56例。2组人群均使用艾森克个性问卷(Eysenck personality questionnaire,EPQ)和症状自评量表(symptom check list 90,SCL-90)进行调查,统计2组调查结果。用SPSS 10.0 FOR WINDOWS软件进行统计分析,采用方差分析对2组人群的EPQ、SCL-90各指标进行总体比较,并采用SNK-q检验进行两两比较。[结果]①EPQ统计分析结果显示,护理专业男生的内向性、气质稳定性、精神质、掩饰性4个方面与非护理专业男生比较,差异均有统计学意义(P﹤0.05);②SCL-90统计结果显示,护理专业男生的躯体化、抑郁、焦虑、敌对、精神病性等指征与其他专业男生比较,差异均有统计学意义(P﹤0.05);人际关系敏感、强迫性、恐怖等指征与非护理专业男生比较,差异无统计学意义(P﹥0.05)。[结论]护理专业男生存在不良个性心理,应对护理专业男生加强心理教育和心理治疗。展开更多
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]探讨医学院校护理专业男生的个性心理特征,为医学院校培养健康护理人才提供理论依据。[方法]实验组(T组)为某医学高校护理专业男生49例;对照组(M组)为同一高校其他专业(非护理专业男生)男生56例。2组人群均使用艾森克个性问卷(Eysenck personality questionnaire,EPQ)和症状自评量表(symptom check list 90,SCL-90)进行调查,统计2组调查结果。用SPSS 10.0 FOR WINDOWS软件进行统计分析,采用方差分析对2组人群的EPQ、SCL-90各指标进行总体比较,并采用SNK-q检验进行两两比较。[结果]①EPQ统计分析结果显示,护理专业男生的内向性、气质稳定性、精神质、掩饰性4个方面与非护理专业男生比较,差异均有统计学意义(P﹤0.05);②SCL-90统计结果显示,护理专业男生的躯体化、抑郁、焦虑、敌对、精神病性等指征与其他专业男生比较,差异均有统计学意义(P﹤0.05);人际关系敏感、强迫性、恐怖等指征与非护理专业男生比较,差异无统计学意义(P﹥0.05)。[结论]护理专业男生存在不良个性心理,应对护理专业男生加强心理教育和心理治疗。
