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首页> 外文会议>IEEE Global Engineering Education Conference >Preliminary Findings from the Implementetion of a Rhythm based inclusive Program for Students with Special Educational Needs
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Preliminary Findings from the Implementetion of a Rhythm based inclusive Program for Students with Special Educational Needs

机译：初步调查结果从实施具有特殊教育需求的学生提供节奏的包容性计划

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This paper refers to a rhythm-based inclusive program with regard to rhythm and dance activities as a means to promote social and academic progress for children who present special educational needs (SEN) and study in general educational classrooms. In this paper it is assumed that rhythm and/or dance based activities can assist students with SEN who study in inclusive classrooms to develop academically and socially. 45 students with SEN have been involved in this project and they were selected selected through open ended questionnaire the views of 20 involved teachers. All students presented difficulties ranging on the whole SEN spectrum (emotional, behavioral, including hyperactivity problems, developmental and learning disorders, vulnerable students with immigrant background). In the theoretical section and rationale of the program, emphasis is given on the importance of rhythm and dance based activities with regard to the development of linguistic and mathematics skills, motor skills, and psycho-social skills. Thus in this article, there are drawn some general conclusions based on teachers’ statements that the project has an overall positive impact both on teachers’ and students’ professional, educational and socio-emotional functioning.
机译：本文指的是基于节奏的包容性计划，关于节奏和舞蹈活动，作为促进为呈现特殊教育需求的儿童（SEN）和普通教育课堂学习的儿童的社会和学术进展。在本文中，假设节奏和/或舞蹈的活动可以帮助学生参考书籍课堂，以在学者和社会上发展。 45名与森的学生参与了这一项目，他们被选为开放式调查问卷选定了20名教师的意见。所有学生都展示了整个森谱（情绪问题，包括多动问题，发育和学习障碍，脆弱的学生，包括移民背景）的困难。在该计划的理论部分和理由中，重点是基于节奏和舞蹈活动的重要性，了解语言和数学技能，运动技能和心理社会技能的发展。因此，在本文中，基于教师的陈述，该项目对教师和学生的专业，教育和社会情绪功能的整体影响，有一些一般性结论。

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