Norwegian Special Education Study Report

Norwegian Special Education Study Report

From March 5th to 14th, 2005, I visited Norway as a member of the Jiangsu SigAm聋 Education Study Group. Under the careful arrangement of the Norwegian Sign Language Association, the delegation visited the Norwegian Sign Language Association, Oslo University, Norwegian Education Technology. The Department of Basic Education and the Deaf Resource Centers and Schools in Oslo and Biergen have received warm receptions from Norwegian special education institutions and resource centres, giving us ideas, systems and methods for Norwegian special education. Some preliminary understandings and understandings are now reported as follows:
Norwegian special education concept emphasizes respecting and attaching to the rights and status of disabled people. All the needs of the disabled are the starting point, and the education of disabled people has achieved advanced development.
1. A choice of learning style, an individual teaching plan, and a sign language handwritten tape reflect the advanced concept of Norwegian special education: disabled people are also human beings, and should enjoy all the rights that normal people have. They need the respect and help of normal people, not sympathy and compassion. The Norwegian concept permeates their work and they feel their respect and love for the disabled at every stage of their work. Regardless of the well-established facilities for the disabled in public utilities, in teaching, they regard the wishes of the disabled and their families as the starting point for the formulation of teaching plans and the choice of teaching content. At the Scotton Resource Center in Oslo, the capital, Haavik We introduced their teaching principles: (1) The teaching is people-oriented, and the language in which the deaf children are enrolled is the first language, and the decision is in the hands of the students and their parents, not the school. According to their statistics, there are more than 400 students in the country, and about 135 people choose sign language as their first language. It can be seen that most of the children's families still choose Norwegian as the first language, but this does not hinder the learning of sign language. Considering the need for children to live and work in the future, all deaf children should master more than two languages. Bilingual learning. (2) Develop an individual teaching plan and personal files for each disabled child. Someone is responsible for implementation. After graduation, the student will be transferred to the relevant government department as the life address of the student changes. (3) Norway adopts a national unified examination. The examination uses the same unified examination papers as ordinary schools. In order to guarantee the rights of the deaf students, the government has produced a test sign language for the children to help them deepen their understanding of the topic. Reflecting on our special education in China, we often start from listening to people's subjective imaginations, and think that what children should learn and do, but rarely know what children and their families want to learn and what they are willing to do, resulting in teaching content and actuality. The disconnection of needs reflects the gap in philosophy.
2, a steaming heated swimming pool, a cabin hidden in the woods, indicating that the Norwegian disabled resource center and school facilities are better than ordinary schools, truly achieving advanced development. This time, under the careful arrangement of the Norwegian side, we visited four resource centers, a vocational training base and other facilities for the disabled. We were amazed at the beauty of the school environment and the complete facilities of the teaching facilities, especially at BERGEN. The resource center visited a heated swimming pool of the school. Some members of the delegation asked: Is it true that all schools in Norway have such a heated swimming pool? The principal told us that the heated swimming pool is only available in special education schools, but resources can be shared. Students from ordinary schools can come to the resource center for swimming training. At the OPPLANDAAI Deaf Vocational Training Center, we live in the evenings. Students who come to the school for vocational training from time to time and do not have a family of sign language learning families. Air conditioners, freezers, shower rooms, sanitary facilities and all kinds of cookware are available. The living room and the small living room of the meeting are more than the conditions of the Samsung Hotel in China, which is not enough for the Norwegian general school. Director Xie Jingren of the Department of Education of the Ministry of Education of the Ministry of Education stated in the publication of "Modern Special Education" in 2005: During the "Eleventh Five-Year Plan" period, China strived to achieve coordinated development of special education and other education, and even moderately advanced development. We are looking forward to the early realization of this goal and completely change the status quo of the development of special education in China.
3, a small cart, a children's slide let us see the Norwegian's truth-seeking and pragmatic spirit. They strive to make a fuss about improving the quality of their school and improving the quality of their students. The investment in teaching is economic and practical. Norwegian special education funds are very generous. At the AKS Resource Centre near Oslo, the target audience is children with disabilities, multiple disabilities and intellectual disabilities. There are 18 students living in the school, 43 adult students studying abroad, 120 faculty members, and an annual budget of NOK 47 million. But we feel that their addition to school building and teaching facilities is not the same as our goal. Their teaching facilities are advanced but not luxurious and practical. The following two small examples are worthy of our deep thought: (1) The city's municipal direct schools have realized the so-called “banbantong” as early as last year, that is, one computer with Internet access per class, two LCD projectors and two video display stands. One high-value teaching equipment. I think that Western countries have already done this, but what I have seen in several resource centers in Norway is that there is basically no classroom except for the above-mentioned equipment in public places such as conference rooms and reception rooms, which are frequently used. Far less than our classroom. What do you need to do during the teaching process? Norwegians have made a number of stainless steel carts that put the LCD projector or video display stand up and push it into the classroom to reduce the waste and the difficulty of keeping the instrument in repair. (2) There is a small soil slope on the playground of the affiliated school of the Scotton Resource Center. The school has created a small slide to the slope to become a children's entertainment facility, which saves money and reaches the students' physical exercise. purpose. Rethinking that we invested a lot of education funds under the banner of "educational modernization" and purchased many high-end teaching equipment. The realization of 'Banbantong' does not talk about how low the usage rate is and how difficult it is to keep it. The cost of equipment renewal in the next few years is a heavy burden for each school. The modernization of education is by no means equal to the modernization of teaching equipment. Norwegian practices are worthy of the mirror. In many schools in Norway, we can see: learning common tools - there are only one or even several computers in each class, and each child with limited mobility has a dedicated computer to implement the individualized teaching plan, the teacher's computer. It is also a manpower. In the AKS Resource Center's training room for mentally handicapped children learning vocational skills, all kinds of internship equipment and materials are available. Each student has a special teacher who is responsible for the study of vocational skills. The pragmatic style of work is worth learning.
The work of the Norwegian Sign Language Association is fruitful. Volunteers and staff working with disabled people in associations and resource centres have done their utmost to make an important contribution to the development of the disabled in Norway.
1. Norwegian Sign Language Association - The second day of the real Deaf House arrived in Norway. We were invited to visit the office of the Norwegian Sign Language Association. Guler, the head of the association, introduced us to some basic information about the association: (1) The association is a Private institutions, the board of directors system, the heads of local associations and their affiliated schools, clubs and other institutions are appointed by the board of directors. (2) There are many industries in the whole country, some are from the history of the deaf organization, and some are allocated to the association management in recent years. (3) The association has a long history and works very well. It has a high status in Norway and has done many useful things for the monks. The government has also given great support and formed the effect of both eyes. On the one hand, because the management of the association is in place, it has won the trust of the government, given many financial support to the association and its affiliated industries, and while developing the work of the disabled, it has grown and developed; on the other hand, the government has also relieved its own pressure and burden. . (4) The way of working is to formulate development goals and investment budget plans according to actual needs each year, and the government allocates funds according to the rationality of the plan.
Thanks to their fruitful efforts, Norwegian deaf people have made great progress: (1) There are many industries across the country, such as the Deaf Club, the Deaf Church, the Deaf Showroom, the Deaf TV Station, etc. (2) Sign language has been written into the law as a language; (3) Government regulations: Anyone who knows Norwegian and knows sign language is considered to have mastered two languages ​​and can obtain a university diploma; (4) Now they are working hard to make sign language the official of Norway. Language, if this move is successfully implemented, will create another example of the improvement of the status of the deaf in the world.
At the Signo/Konws Deaf Activity Center, which was visited by the rain in Behringen, and the facilities of the Signo Association, the Deaf Church, the Deaf Club, the Deaf Museum, the Deaf Retirement Home, etc., we deeply felt the equal treatment enjoyed by the Norwegian monks. .
Deaf Christian Church: This is a dedicated church for monks. There are four churches dedicated to monks in this country. There is only one bishop in Oslo. There are only two pastors in Biergen, and they are the teachings of the monks in Biergen. activity. The church is simple and generous and can accommodate 30-40 people.
Deaf showroom: It displays neatly the photos and biographical profiles of successive leaders of the Behringen organization since the 19th century, as well as the deeds of outstanding deaf athletes, actors, social activists and others in the Biergen area. The trajectory of the development of the deaf organization, etc., stores a lot of valuable material information, which is admirable.
Deaf nursing home: We have seen a few elderly people who have been well cared for here. All the places where the elderly are prone to fall and are not easily found, such as the bathroom, are equipped with a button to notify the alarm system. A member of the delegation has no intention of pressing it when going to the toilet. The result has attracted the person in charge and the staff, causing a false alarm.
At the Deaf Club: I visited the computer room, dance hall, canteen and small hall of the monks. Although it rained, there were still more than a dozen monks and families, and they exchanged amicably with the two deaf teachers of the delegation. I watched the bilingual experimental teaching videos that we brought, and learned about China's education and teaching, and spent a wonderful night.
Deaf TV station: At AAL, we visited the TV station of Deaf. Director Slade introduced the situation and development of the establishment of the station: 1. Built in 1986, the government subsidized 5 million, the national TV station invested 600,000, and another 1 million The krona comes from all aspects of society. 2. There are 7 reporters and staff members, two in Oslo and five in the ground. 3. Several stages of development: 1 Start to produce video tapes and present relevant units. 2 Later on the Norwegian national television broadcast the impact of the expansion of the deaf program. In 392, children's programs were produced and broadcast on TV stations. There was no fixed time at the beginning, and it was gradually fixed at 6 pm every Monday for 15 minutes. In 2000, it was changed to the Deaf Media Center, and a text description was specially prepared for CCTV. 4 Goals: Strive for 40-50 minutes in time, separate children and adults. 5 Other work: publishing the monthly report of the monks, making the website of the deaf, printing the deaf papers, making the sign language Bible and so on.
The visits to the above-mentioned series of facilities have also given us a new understanding of the concept of 聋 culture. In addition to a few scholars who are enlightened and enlightened in China, most people do not recognize the existence of 聋 culture, but we have seen it in Norway. The culture of 聋 is a real thing, and negation is meaningless.
2. The full participation of the deaf in the work of the Deaf Association, the Resource Center and the Special Education School is a fruitful guarantee for the work of the Norwegian monks. The high level of material civilization in Norway is the prerequisite for the development of the cause of the disabled. During these days in Norway, we felt: The reason why people with disabilities represented by the deaf are so high and their career development is so remarkable is that in addition to the government's management mechanism and the association's own efforts, there are two points worthy of attention: (1) disabled institutions and resource centers or specialities throughout Norway. A large number of people working in disabled schools in education schools are themselves deaf or other disabled people, and they are everywhere in the process of receiving us, such as Signo staff Charlotte, AAI's vocational training center principal, AKS Resource Center. The deputy director, the director of the Behringen club, and so on, and the deaf teachers of all the schools affiliated to the resource center have reached about 1/2. It can be said that the Norwegian monks are fully involved in the development of the deaf, especially All the activities of human education, at this point, the participation of Chinese monks is far behind, after we pick up Staff working body of people with disabilities to the federations around the country, is in charge of civil affairs rarely see people with disabilities. The number of deaf teachers in schools in China is also very small, most of them are just embellished, and the Principal is even rare. We can ask if a healthy person and a disabled person work as disabled people at the same time. Which one is more dedicated and harder? Therefore, I feel that efforts to improve the moral cultivation and cultural literacy of the disabled, especially the deaf, and increase their participation in the work of the disabled are an important measure to improve the status of the disabled and promote the development of the disabled. The relevant government pays attention. (2) The relatively high level of material civilization in the entire society of Norway also provides a premise for the vigorous development of the cause of the deaf. Now the institutions or departments engaged in the work of the disabled and the resource centers and schools in each place are reported according to their own development plans and budgets. With the approval of the government, all funds for meeting the development of the cause can be obtained. Adequate funding has strongly promoted the development of the cause of disabled people in Norway. We sincerely hope that while our economy is highly developed, we will increase investment in the cause of the disabled and bring the protection and education of the disabled in China to a new level.
There is also an interesting phenomenon that several of the education experts who are very enthusiastic about the work of disabled people in Norway, which we are in contact with, have their own disability complexes, such as the head of the Sign Language Association, Guller and the Scotton Resource Center. The Ingnet couple has a deaf child, one of the advocates of the SigAm project. The father of Dr. Stein of the University of Norway in Norway is a Norwegian early deaf activist who has found a friend and established a family in the process of education. Their active participation and promotion is also one of the driving forces behind the Norwegian monk career.
A special education structure with clear context, a lean and efficient management system, and in-depth research on the psychology of disabled people, building a world leading position in Norwegian special education
1. Advanced special education concept, 30 resource centers, and three-level management system ensure that every child with disabilities can enjoy the same learning conditions as normal children. Advanced education concept: Where is the best for disabled children? This is also a controversial issue in Norway, but most Norwegian scholars believe that the family is the best place for children to grow up healthily. Schools with the best conditions can not replace the family, and encourage and encourage disabled children to go to school without leaving the family environment. Class attending.
A unique special education structure: Este and his colleagues from the Department of Special Education of the Norwegian Ministry of Education and Technology introduced us to the structure of Norwegian special education. (1) The highest administrative body: the Department of Special Education of the Ministry of Education and Science, which was just established last year. Main function: Execute the content given by law. 1 Training of special education teachers. 2 Management of special education schools affiliated to the government. 3 Guide the work of the education administration departments of the provinces. (2) There are 19 provinces, 433 cities and 4.6 million people in the country. There are 30 special education resource centers covering all parts of the country to guide the teaching of multiple disabled children and the special education of ordinary schools, including 4 resource centers, 4 blind resource centers, and 2 language barriers. (3) The three-level management system is: 1 is responsible for the resource center of each place before the age of six; the education institutions of the cities are responsible for the 21st to 10th grade; the education institutions of the provinces are responsible for the grades 311-13. (4) Norway's unique special education system guarantees the quality of special education so that children with disabilities can enjoy the same learning conditions as normal children.
Oslo University - the leader of Norwegian special education, the builder of unique educational concepts (1) The status and reputation of the University of Oslo in Norway and other famous universities in Europe are incomparable, but they are well-known in the theoretical research and practice of special education. A model for learning in Western countries. (2) There have been friendly contacts with China. As early as the 1980s, the head of the department visited China. The current department chief, Liszt, has just returned from China. Three foreign students in China have studied in the department, including one of the leaders of our project, and Mr. Shen Yulin, deputy editor of China Modern Special Education magazine. (3) In addition to theoretical research, the college mainly focuses on the training of postgraduates, teachers and specialized talents in special education, with professional, blind, language barriers and intellectual disabilities. There is a department specializing in the development of sign language translation, with a three-year degree and a bachelor's degree. . (4) The highest purpose: to enable children with disabilities to receive equal education as normal children. An international treaty is being implemented jointly with UNESCO and the Nordic Disabled Persons Agency to achieve the same good education for children with disabilities as normal children in 2019.
Resource Center - Norwegian Special Education Support System: Take the Scotton Resource Center as an example. It is one of the four educational resource centers in the country. It serves the children of the disabled and the disabled in the capital Oslo and surrounding areas. But children with slow language development. The center consists of two parts: (1) the school part, which has three functions: the first is the teaching function, the whole school has 40 students and 12 classes, and 20 teachers are responsible for the teaching work here. Since the Norwegian government encourages disabled students to study in the class, the actual There are only seven children attending school at school, and there are only 20 children attending school. They have three days a week in the center for two days at a local general school. The rest of the children are in the local general school. Study in class. The second is the guiding function. The center regularly goes to the ordinary schools where there are regular classes to check and guide the teaching of the students there. The third is the training function. The center regularly conducts sign language teaching and training for the parents of the students, so that they can learn and master the skills of communication and communication with the children. The Norwegian government stipulates that each child must be at least 16 years old before his parents or Brothers and sisters have 40 weeks of free training, which is covered by the government. In addition, training for teachers in ordinary schools is also carried out. Teachers' classes are held every autumn to help them improve the skills and standards of teaching disabled people such as blindness. (2) Part of the research, mainly engaged in two tasks: First, collaborate with the University of Oslo to study the related topics of education. After each project, there will be a special report and a booklet. What is being studied now is the development of language after the child has installed an electronic cochlear implant. The second is to conduct data surveys and data collection to provide a theoretical basis for the revision of the new Norwegian syllabus.
A few points worthy of the opportunity: in the process of visiting the resource centers in Norway, I feel that the following good practices can be used as a mirror: (1) Contact system: Due to the mobility of students with disabilities in school, Norwegian students with disabilities have adopted “contact” The human system, that is, a disabled student is a parent, a school teacher, a government agency specializing in the management of the disabled, and three people form a management network that transmits information about the disabled and ensures that Their rights and interests are guaranteed. (2) Bilingual teaching: Norwegians have gained experience in the process of long-term language teaching practice. For deaf children, learning sign language first helps to master Norwegian language and promotes the improvement of children's intellectual level and thinking ability. (3) Emphasis on communication: Communication plays an important role in the normal and healthy growth of blind and multiple disabled children. Norwegian counterparts believe that the biggest difference between a blind child and a normal person is the obstacles in communication. They must teach them other modes of communication, such as movement, behavior, singing, and computer, in addition to listening and watching. . Teachers should learn to observe and wait to find the best way to communicate with students. (4) Teachers should respect students and pay attention to the development of students' individuality. They should not impose their own wishes on students, and they should guide students to develop good life and study habits.
2, a capable team of teachers, in addition to a strong business vocabulary, but also understand psychology, nursing, home economics, but also love the Norwegian peers believe: the resources of the teachers and staff of the resource And knowledge plays an important role in the growth of children with disabilities, so that every employee realizes that his words and deeds may affect the future of the blind.
Teachers should be proficient in sign language and Norwegian to be qualified for work; teachers should be good at mobilizing and stimulating children's enthusiasm for learning language; different methods should be adopted for different children to achieve common goals.
The teacher should also have some knowledge of nursing and be able to deal with it in a timely and effective manner in the event of an emergency.
In the experience of Norwegian counterparts, 30%-40% of blind students are accompanied by psychological or mental disabilities, so each resource center should have more than one psychologist, and other teachers should also have psychological knowledge. To understand the psychological state of students, in order to do a good job in a targeted manner.
Interesting common educational ideals for the disabled - long-term special education practice in vocational skills teaching makes us realize that the way out for children with disabilities lies in vocational and technical education. I am very pleased that this idea has been confirmed and recognized by peers in Norway. Most of the resource centers visited in Norway are affiliated with vocational training departments, such as AKS, AAL, and the Beiergen Resource Center. Among them, AAL is a complete vocational training school with a tendency to popularize education, known as 'people's school'. . The headmaster of the monk said that he has visited China twice in the past two years, and he is very impressed with China and the Chinese. He introduced us to the school in a more comprehensive way.
1. The idea was born in 1800. The teaching content is outside the syllabus. Its appearance is a challenge to the traditional teaching concept. It was established in the 1970s under the advocacy of the monks to launch a national donation. The unpaid work of many young volunteers. And help also plays an important role. Dr. Stein, who accompanied us, is one of them.
2, teaching methods: do not force memorize hard, to cultivate the mental health and life skills of blind children.
3. In 1974, there were 40 faculty members, and about 1,900 people were trained here every year, including deaf children, their parents, and deaf families and their children. The school plans to hold 110 short-term training courses in 2005, each week for one week, ranging from 8 to 60 people.
4. People's schools are common in Northern Europe and other regions. Sweden, Denmark, the Netherlands, Finland, India, and Pakistan all have but do not serve the deaf.
5. The majors offered include: pre-university, computer technology, sports expertise, fashion performance, art, multimedia technology, Norwegian language learning, and other majors.
6. Compared with the other four Deaf Resource Centers, there is no state subsidy here. The deaf who participate in the study implements a payment system. The tuition fee is about 50,000 NOK, and there is no money to apply for a national loan. Returned in the form of a scholarship.
The Principal of the High School also introduced the teaching situation of the high school. The Norwegian school system is 10 years old and the middle school is 2, 3 or 4 years. The high school students here are from all over the country. At present, there are only more than 20 students. Two categories of vocational high school.
Pugao: Three years of schooling, preparing for college.
Vocational high: four years of study, two years of study, two years of internship. Specialized in mechanical, electric welding, hotel services, food processing, woodworking, cooking, media and communications, graphic design, graphic design, health and social services, sports specials, etc. The school also cooperates with the government to train job skills for adult deaf people. The training fee is partially funded by the government and paid for by the employer's company.
Judging from the situation of vocational education in Norway, compared with the specific situation in China, there are the following differences and ideas: (1) The professional category is more complete than ours, which provides a good idea for us to develop new professions in the next step. (2) Lifelong training system, even after going to work, you can still come to the school for free vocational and technical training every year. This should also be the direction of our future work, providing training for one or two vocational skills for the disabled in society, and transforming their social burden into social motivation.
The harvest and regret of the trip to Norway This trip to Norway, thanks to the careful arrangement of the Norwegian SigAm project team, gave our delegation a full picture of the development of the disabled in Norway, especially the concept, structure and specific methods of operation of special education. A comprehensive understanding, for us to further improve the bilingual teaching experiment after the return, provided a wealth of theory and valuable experience, but there are also some shortcomings and regrets. There are two points in summary:
1. There are not many lessons, how the bilingual concept is applied in the classroom, and it is implemented in various teaching activities. The most want to understand, but the least.
We listened to a class at the Scotton Resource Center. This is a class that is attended by a teacher and a deaf teacher. The content is about an idiom story. The basic process is: hang a picture and listen to the teacher. The teacher will play it in sign language, then set a few questions, let the students answer and understand the text. It should be said that this lesson is not new to the schools in which we have participated in the SigAm experimental project. The intention of the master to arrange this lesson is to express the idea that they put their words in the same position as oral English.
In the country department of the Beergen Resource Center, we saw two things related to teaching: First, a little girl with an electronic cochlear played a poem about snow in a sign language, reflecting the results of their sign language teaching; It is a small piece of sign language teaching: a sign language of a Chinese idiom is placed, and then an old teacher helps a little boy understand the meaning and express it in Norwegian sign language. The two clips are very short and it is difficult to see the full picture of Norwegian sign language teaching.
2. Several key questions of bilingual teaching have not been answered. The bilingual teaching of our school has been carried out for nearly one year. Some practical problems have been encountered in the specific operation and practice, mainly including: how to cooperate between the deaf teachers and the listening teachers. How can we work closely together? When is the oral teaching of young children involved? What are the evaluation criteria for student sign language ability? How to formulate preschool children's teaching plans? This expectation was resolved in this interview, but due to the short time and the full schedule, I could not get a satisfactory answer and hope to be resolved in the future communication and guidance process.
In short, this trip to Norway is a great achievement for me personally. I have broadened my horizons and learned about the latest concepts of foreign special education and the successful experience of specific operations, so that we can better do bilingual education for the next step. The experimental work provides working ideas and methods. Thanks again to the Sigam project team leaders for the careful arrangement of this event.