珀斯论文代写:弗莱彻

2017-06-08 02:48

弗莱彻（2009）研究了与一个严重的情绪问题的经验，减少一年级学生的学生，尤其是低收入学校的学生和学校内使用学校的固定效果规范的学生定性相似。在数学成绩的下降幅度约30-60%的调整黑白成就差距的大小。因为近百分之10的学生有严重的心理问题的同学，在政策包括这些学生考试成绩的累计效应可能是相当大的。该（2009）指出，特殊教育伊克巴尔大学部（澳门）通过远程学习系统提供了在研究生学习/培训大师博士水平。教师在视觉障碍、身体残疾、听力障碍、智力残疾、学习障碍和全纳教育6个专业领域。每个学生被分配到一个导师是一个学科专家。特殊的教师编制模型通过远程教育系统突出。Pasha（2009）的评估，没有标准化的方法被用于特殊教育。珀斯论文代写:弗莱彻.在巴基斯坦国际功能分类已经成为一个标准化的方法来衡量健康和残疾的个人和人口的水平。他探讨了ICF在特殊教育领域的范围，并建立了ICF类别和课程领域，课堂活动和学习目标之间的联系，提高教育质量。进一步的研究已经建议找到解决方案，以克服最初的问题，适应ICF框架在巴基斯坦的特殊教育领域。
珀斯论文代写:弗莱彻
Fletcher (2009) studied the students with a classmate with serious emotional problem experience reductions in first-grade test scores, especially students in low-income schools and within schools using school-level fixed effects specifications were qualitatively similar. The magnitude of the reduction in mathematics achievement was approximately 30-60 percent of the size of the adjusted black-white achievement gap. Since nearly 10 percent of the student population has a classmate with a serious emotional problem, the aggregate effect on test scores of the policy of including these students is potentially quite large.Nabeel (2009) stated that Department of special education Allama Iqbal Open University (AIOU) through distance learning system offers study/training at graduate, masters and Ph. D. levels. Teachers are prepared in 6 specialized areas of visual Impairment, physical disabilities, hearing impairment, intellectual disability, learning disability and inclusive education. Each student is assigned to a tutor who is a subject specialist. The special teacher preparation model through distance education system is highlighted.Pasha (2009) assessed that no standardized method is being used for special education. In Pakistan International Classification of Functioning has emerged as a standardized method for measuring health and disability at both individual and population a level. He explored the scope of ICF in the field of special education and has established links between ICF categories and curriculum areas, classroom activities and learning objectives for improving the quality of education. Further research has been recommended to find solutions to overcome the initial problems in adapting ICF framework in the field of Special Education in Pakistan.