Ауд. 428, 430

(Приводится перечень учебных лабораторий и кабинетов и их технического оснащения, лекционных аудиторий и их мультимедийного оснащения, перечень видеоматериалов, наборы слайдов, описание деловых игр и др.)

Лист переутверждения рабочей программы учебной дисциплины

Рабочая программа переутверждена на 20__/20__ учебный год без изменений, с изменениями, перечень которых прилагается. Протокол № ___ заседания кафедры от “___”______ 20___ г.

Ведущий преподаватель_________________________________________

Зав. кафедрой__________________________________________________

Рабочая программа переутверждена на 20__/20__ учебный год без изменений, с изменениями, перечень которых прилагается. Протокол № ___ заседания кафедры от “___”______ 20___ г.

Ведущий преподаватель_________________________________________

Зав. кафедрой__________________________________________________

Рабочая программа переутверждена на 20__/20__ учебный год без изменений, с изменениями, перечень которых прилагается. Протокол № ___ заседания кафедры от “___”______ 20___ г.

Ведущий преподаватель_________________________________________

Зав. кафедрой__________________________________________________

Рабочая программа переутверждена на 20__/20__ учебный год без изменений, с изменениями, перечень которых прилагается. Протокол № ___ заседания кафедры от “___”______ 20___ г.

Ведущий преподаватель_________________________________________

Зав. кафедрой__________________________________________________

Рабочая программа переутверждена на 20__/20__ учебный год без изменений, с изменениями, перечень которых прилагается. Протокол № ___ заседания кафедры от “___”______ 20___ г.

Ведущий преподаватель_________________________________________

Зав. кафедрой__________________________________________________

Приложение 1

Образец экзаменационного билета

1. Письменно перевести 1/3 текста на русский язык со словарем. Письменно изложить краткое содержание текста.

One in three of the children around the world who do not have access to primary education have a disability, says a report from the charity Sightsavers. The charity, which works to reduce blindness, cites figures from Unesco which would suggest that about 23 million disabled children are missing out on education. Such lack of access represents a huge barrier to achieving the millennium goal of primary education for all children by 2015.

Sunit Bagree, co-author of a report from Sightsavers, argues that there is no real chance of the world meeting that target while so many disabled children are excluded. "I think the issue of disability has been under-reported historically," he says. "You can say there was a lack of attention to this aspect."

'Punishment'

The report says that disabled children are denied education because of a lack of physical access and specialist facilities. There are also cultural attitudes, such as shame, fear and embarrassment on the part of their families as well as teachers and other pupils. Mr Bagree says such reactions to disability are "most prevalent in the poorest rural areas, where traditional and religious beliefs can make people believe that having a disabled child is a form of punishment, related to the concept of sin".

In some developing countries, the proportion of disabled children receiving an education can be as low as 1-3%.

A survey of data from nine developing countries shows a pattern of disabled children being more likely to miss out on education - with this increased likelihood of exclusion ranging from 15% in Mozambique to 59% in Indonesia.

Children in households with disabled parents are also more likely to miss out on education. The report does offer some hope, with examples of children whose lives have been transformed by educational initiatives. Based in Ghana, Sightsavers' social inclusion adviser for Africa, Gertrude Fefoame, is a powerful advocate for inclusive education. "At the age of 10, my eyesight was getting worse, so I reported I could not read," she says. "But nothing was done. By 14, I couldn't even read with glasses, I was in a mainstream school, I had no support. As far as my teachers were concerned, you were either blind or sighted, there was no in-between." She considers herself one of the lucky ones - she had been in school, she was bright, and she had friends who she could persuade to read for her.

At 18 she was admitted to a blind school to learn Braille - at which point her friends' attitudes changed: "It was all, 'Oh! Poor Gertie!' and it really hit me hard, it was when I first realised that something was terribly wrong."

She went on to become a special needs teacher - and she is "highly optimistic" that the necessary changes in attitude are gradually happening.

Источник:

Date: 2015-07-17; view: 328; Нарушение авторских прав