‘The Heart in Learning’: Cross-National Inclusive Higher Education Perspectives From Students With Intellectual Disabilities and Student Teachers

IF 1.3 4区 医学 Q3 EDUCATION, SPECIAL
Susan Carpenter, Ingrid Geier
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引用次数: 0

Abstract

Background

This study, conducted jointly by the City University of New York, Kingsborough Community College (KCC) in the United States and Salzburg University of Education (PHS) in Austria, investigated the impact of inclusive practices from different perspectives. It aimed to understand the contributions and challenges of two inclusive courses (an equivalent to a module) for students with intellectual disabilities.

Methods

Qualitative and quantitative research and data collection involved two students with intellectual disabilities who were also participatory researchers (PRs). Additionally, insights from 37 student teachers taking the education courses for credit towards their degree were gathered. The instructors teaching at KCC and PHS were the lead researchers and taught, respectively, a music and movement education workshop at KCC and a ‘Citizenship Studies’ course at PHS. The PRs attended and fully participated in these courses at the same time as the student teachers without being graded. They were working towards a bespoke certification rather than obtaining credit toward a degree. The PRs were each supported by a mentor: the KCC PR was mentored by an alumnus of CCC, while the PHS PR was supported by a student at PHS.

Findings

The findings highlight diverse perspectives, demonstrating how inclusive education fosters understanding and awareness. Questionnaire results, provided insights, a snapshot into the learning environments, revealing the impact of interactions among students. The study identifies challenges, benefits and opportunities for promoting inclusive practices.

Conclusions

The study demonstrates the transformative potential of inclusive education. It emphasises the positive impact of including students with intellectual disabilities. The findings underscore the importance of mutual learning and the enhancement of inclusive practices.

“学习之心”:来自智障学生和学生教师的跨国包容性高等教育视角
本研究由纽约城市大学、美国金斯堡社区学院(Kingsborough Community College, KCC)和奥地利萨尔茨堡教育大学(Salzburg University of Education, PHS)联合开展,从不同角度考察了包容性实践的影响。它旨在了解为智障学生提供的两门包容性课程(相当于一个模块)的贡献和挑战。方法对2名智力障碍学生进行定性、定量研究和资料收集。此外,还收集了37名参加教育课程以获得学位学分的实习教师的见解。在KCC和PHS任教的教师是主要研究人员,分别在KCC教授音乐和运动教育研讨会,在PHS教授“公民研究”课程。pr与实习教师同时参加并充分参与这些课程,而不被评分。他们正在努力获得定制证书,而不是获得学位学分。两位公关人员分别由一名导师提供支持:KCC公关人员由一名华大校友指导,小灵通公关人员由一名小灵通学生指导。研究结果强调了不同的观点,展示了全纳教育如何促进理解和意识。问卷调查的结果,提供了深入了解学习环境的快照,揭示了学生之间互动的影响。该研究确定了促进包容性实践的挑战、益处和机遇。结论本研究展示了全纳教育的变革潜力。它强调将智障学生纳入其中的积极影响。调查结果强调了相互学习和加强包容性做法的重要性。
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来源期刊
CiteScore
2.30
自引率
20.00%
发文量
74
期刊介绍: The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.
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