Skólaval fyrir fatlað barn : sérdeild eða almennur bekkur
Notice bibliographique
Résumé
Until 1936 there were no specific laws about handicapped or those who were considered a minority.New laws of education became a reality in 1946 and from then on schools had to organize its work according to the nature and needs of the pupils.With the new laws handicapped pupils were finally welcomed into public schools who were not ready to take on that challenge.Inclusive education and the idea of elementary school for all pupils alike has always been up for discussion especially in relation to pupils who have special needs.Those who support schools for pupils with special needs say the child should have access to education according to their individual needs and support the ideology of schools without distinction for disabled pupils.Individuals vary and their needs in accordance.Therefore it is important to consider each person's needs to understand what is in each and every individual's best interest so that they can thrive in the school system.The object of this study is to find out if there is any difference between the service of a special needs department and a school without distinction for disabled children with similar needs.The research consists of comparing the academic policies of two different schools based on the service they provide and the experiences of two children's parents, where one child is in a special faculty and the other is in an elementary school. The two key questions are:-What is important to bear in mind when choosing a school for a disabled child?-Is the local school the best choice or is a special faculty a better option?The parents were interviewed as part of the research and the homepages of both schools were checked and compared with answers given by the parents.The main conclusion is that the children get similar service in the schools.The parents are generally happy with the service offered by the schools and communication with the staff is good.The main disadvantage with the elementary school is the shortage of equipment and lack of professional education.iii akkarorRitger essi er 12 eininga lokaverkefni til B.Ed.-pro fs i kennarafraeum vi Hsklann Akureyri me herslu yngsta stig grunnskla.Fyrst vil g byrja v a akka tttakendum rannsknarinnar fyrir a gefa sr tma til a hitta mig og deila me mr persnulegum upplsingum um sklaval fyrir barn eirra.g vil akka Birnu Maru B.Svanbjrnsdttur leibeinanda mnum fyrir bendingar og lilegheit vi ger ritgerarinnar. A lokum
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,001 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,002 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,005 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».