2013年5月16日 星期四

全納教育(Inclusive Education) 與融合教育(Integrated Education) 的分別



Difference between Integrated Education and Inclusive Education?


Integrated education is about 'going to school' whereas inclusive education is about 'participating in school'. Integrated education essentially follows the medical model of disability which sees the child as a problem and demands that the child is changed, or rehabilitated, to fit the system. Inclusive education is more in tune with the social model of disability which sees the system as the problem. The school and the education system as a whole is enabled to change in order to meet the individual needs of all learners

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港澳兒童教育國際協會

Inclusive Education in the New Millennium
邁向新世紀的全納教育

融合或全納教育:未來香港教育邁進的方向

全納教育(Inclusive Education) 與融合教育(Integrated Education)的分別

全納教育和融合教育的主要分別表列如下: 

 全納教育 (Inclusive Education)
融合教育 (Integrated Education)
全納  包容的意思,是兒童初入學時已被接納在主流教育裏。
融合  回流的意思,是把被隔離在特殊學校接受教育的兒童回流到普通學校就讀。
80年代理念開始萌芽,90年代開始在先進國家全面發展。
70年代初開始發展。
是融合教育的申延發展。
是全納教育發展的根基。
學校接納兒童的特殊需要,並對學童提供所需的幫助和支援服務,以便他們能夠在普通學校與一般的兒童共同生活和學習。
普通學校未必可以為融合生提供適當的幫助或支援服務。
重新整理學校和課室的環境以符合所有學童的需要。
所有的兒童需要適應學校所訂立一致的政策,課程和課室教與學的措施等,但也未必可以考慮個別學童的需要。
只有在普通的課室環境下學習,才會真實和有意義地實踐教育理念。特殊需要的學童應得到一般兒童的「正常」學習生活。
每個兒童均有權利在普通學校接受教育並同享用一樣的資源和服務。




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Inclusion (education)

From Wikipedia, the free encyclopedia

Inclusive in education is an approach to educating students with special educational needs. Under the inclusion model, students with special needs spend most or all of their time with non-disabled students. Implementation of these practices varies. Schools most frequently use them for selected students with mild to severe special needs.[1]
Inclusive education differs from previously held notions of integration and mainstreaming, which tended to be concerned principally with disability and ‘special educational needs’ and implied learners changing or becoming ‘ready for’ or deserving of accommodation by the mainstream. By contrast, inclusion is about the child’s right to participate and the school’s duty to accept the child. Inclusion rejects the use of special schools or classrooms to separate students with disabilities from students without disabilities. A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights. Inclusion gives students with disabilities skill they can use in and out of the classroom.[2]
Fully inclusive schools, which are rare, no longer distinguish between "general education" and "special education" programs; instead, the school is restructured so that all students learn together.[3]




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Integrated education

From Wikipedia, the free encyclopedia

The Integrated education movement in Northern Ireland is an attempt to bring together children, parents and teachers from both Roman Catholic and Protestant traditions: the aim being to provide a balanced education, while allowing the opportunity to understand and respect all cultural and religious backgrounds. The Northern Ireland Council for Integrated Education (NICIE), a voluntary organisation, promotes, develops and supports integrated education in Northern Ireland.

The *Integrated Education Fund (IEF) is a financial foundation for the development and growth of integrated education in Northern Ireland in response to parental demand. The IEF seeks to bridge the financial gap between starting integrated schools and securing full government funding and support.

It was established in 1992 with money from EU Structural Funds, the Department of Education NI, the Nuffield Foundation and the Joseph Rowntree Charitable Trust, as a financial foundation for the development and growth of Integrated Education. The Fund financially supports the establishment of new schools, the growth of existing schools and those schools seeking to become integrated through the transformation process. Funding is generally seed corn and projects are ‘pump primed’ with the objective of eventually securing full government funding and support.




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琵琶仔, 老舉 (老舉寨) - 維基百科 (中國文化)

https://zh.wikipedia.org/zh-hk/%E7%90%B5%E7%90%B6%E4%BB%94

琵琶仔

維基百科,自由的百科全書

琵琶仔為舊日廣東人對妓院裡的未成年歌女之稱。琵琶仔之俗稱可能是因為她在青樓妓寨中的工作是抱着琵琶在酒席間以唱曲娛賓待客而來。琵琶仔是陪酒而不伴寢(俗稱「未梳攏」),待成長後方會成為老舉(賣身的妓女)。琵琶仔又或者可以解釋為處女
吳昊引王書奴的《中國娼妓史》描述廣東之大寨: 「(妓女)分兩目,曰老舉,曰琵琶仔。琵琶仔只是一曲清歌,奉觸上壽,老舉則兩情歡洽可以留髡,故大寨之營業﹒亦分兩種,曰酒局,只陪酒的,曰大局,便是薦枕的了......」。
琵琶仔大多是來自貧苦人家的女孩,幼年時被賣入妓寨,由「事頭婆」(老闆娘,即妓院鴇母)聘專人教她唱歌彈琴,甚至讀書作詩。待事機成熟,找到富家老爺、名門子弟,將琵琶仔的初夜善價而沽。
得到琵琶仔初夜的嫖客,可以享受10天的特權,10天後客人便要離棄而去。該琵琶仔就敬上一杯離別酒,唱出離別歌:「有情酒,斟落呢隻無情杯,飲過此杯未知何時回,四海江湖盡在此杯,臨行玉手指下郎腰背,去捨難返,欲捨難回.....」。之後,該琵琶仔更須掛藍戴孝,象徵丈夫已死,這樣她才可以在妓寨裡繼續賣身。「琵琶仔」失身以後就變為「老舉」之身[1]

資料來源

  1. ^ 吳昊. 塘西風月史. 香港: 次文化堂. 2010: 第47–49頁. ISBN 9789629922498.

參見



本頁面最後修訂於2012年12月21日 (星期五) 01:05。




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http://zh.wikipedia.org/zh-hk/%E8%80%81%E8%88%89

老舉

維基百科,自由的百科全書

老舉為舊日廣東人對女性娼妓之稱。妓院亦有稱為「老舉寨」。
老舉一詞的由來有多種說法,其一是依照「舉」字的字義,劉天賜據石人「廣東話趣譚」引「周禮‧地官」「舉」字乃是「沒收其財貨」的意思,因此,老舉就是形容手段老到的沒收財貨者[1]。 吳昊則認為「老舉」是「老妓」與「舉人」兩個辭彙混合而成。他是依據袁枚隨園詩話》中一段: 「偶閱唐人《七里志》,方知唐人以老妓為『都知』,分管諸姬,使召見諸客......有鄭舉人者,為『都知』,狀元孫偓,頗惑之,盧嗣業贈詩云: 「未識都知面,先輸劇罰錢!」。廣東有『老舉』之名殆從此始。」[2]
另有一說,則是「舉」與「妓」的粵音相近,老舉即是老妓的音訛。也有說是「舉」與「鋸」的粵音相近,因為用久了老鋸,鋸齒會漸漸磨平,變成「無齒」,諧音「無恥」,意思即是無恥的人。 此外,據「南方都市報」引「羊城晚報」「廣州舊事∶老舉寨的由來」一文,自晚清始,京、滬等地出現由嫖客開出點名要妓女出局的「局票」,妓女由「老龜奴」(妓寨中的男工)舉起扛在肩上,送往嫖客之處,廣州人稱此種行徑為「老舉」,老舉一詞遂成為娼妓的代稱[3]。 更有一說老舉是娼妓進行交易時兩腿高舉之形態而來[4]
「老舉」一詞,其實源自羊石西關,西關妓女皆樓上居停,因人詢問一名妓:〈響邊處落腳...意思在哪居住〉,名妓隨口答以「樓居」,樓居一詞因雅能掩飾,遂為妓女背語,久之成妓女代名詞,漸轉音為「老舉」!〔此條由大野加輯〕

電影、音樂及書本中出現老舉一詞 

  • 杜煥主唱的地水南音曲目《老舉問米》,又名《女燒衣》或《妓女痴情》。內容講述妓女楚英對身故恩客念念不忘,去找問米婆通靈覓愛郎蔣金良。
  • 浮生六記》卷四說到作者沈復與友人到廣州沙面:「正月既望,有署中同鄉三友拉餘遊河觀妓,名曰「打水圍」。妓名「老舉」[5]。因為《浮生六記》是沈復1808年的著作,可見早在19世紀初,廣州方言已稱妓女為老舉。

資料來源

  1. ^ 劉天賜. 點解叫'老舉'?. 俗語趣談齊齊講 香港電台網站. 2003-01-27 [2011-02-05].
  2. ^ 吳昊. 塘西風月史. 香港: 次文化堂. 2010: 第47–49頁. ISBN 9789629922498.
  3. ^ 一樣舞蹈,幾個城市,多種命運. 南方都市報 廣州舊聞. 2007-12-17 [2011-02-05].
  4. ^ 阿杜. 杜亦有道:廣東人說「雞」. 文匯報. 2005-02-04 [2011-02-05].
  5. ^ 沈復. 浮生六記 第四卷 浪遊記快[2011-02-05].

參見



本頁面最後修訂於2013年4月23日 (星期二) 15:38。



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