在斯瓦蒂尼Shiselweni地区的一所小学培养对残疾学生的积极态度

Elmon Jabulane Shongwe
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引用次数: 1

摘要

指导本文的研究主要集中在斯瓦蒂尼Shiselweni地区的一所小学如何根据适用性、可用性和公平性(SAVE)框架,对残疾学生形成积极的态度。斯瓦蒂尼小学的残疾学生面临的挑战是,他们要么不被录取,要么即使被录取也得不到照顾。本研究采用定性研究方法,以一所小学为个案进行研究设计。这项研究的参与者包括学校校长、两位班主任和一位残疾失学儿童的家长。研究结果被用于制定一个框架,该框架可以帮助在学校为残疾学习者创造一个积极的环境,以遵守SAVE框架。研究发现,学校环境对残障学生表现出消极的态度;因此,它不符合SAVE框架的最低标准。学校的场地和建筑结构从未容纳过残疾学生。教育学生的方式没有考虑到他们的残疾。学校的招股说明书没有明确说明残疾学生是如何被接纳的。该研究建议,校长和教师应该接受关于包容性的培训,而学习者则应该接受有关行为的教育,以描述对包容性环境的理解。该研究建议,研究人员可以进行一项定量研究,重点关注学校校长应该如何将传统的管理普通学校的方式转变为一种包容性的方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Creating a Positive Attitude toward Learners with Disabilities at a Primary School in Shiselweni Region, Eswatini
The study that directed this article focused on how a primary school in the Shiselweni Region, Eswatini, created a positive attitude toward learners with disabilities in line with the Suitability, Availability and Equitability (SAVE) Framework. Learners with disabilities in Eswatini primary schools encounter challenges such that they are either not admitted or not catered for if accepted. A qualitative approach was used, engaging a case study design of one primary school in the study. The participants of the study included the school principal, two class teachers and a parent of an out-of-school child with a disability. The findings were used to develop a framework that could assist in creating a positive environment for learners with disabilities in the school in order to comply with the SAVE Framework. The study portrayed that the school environment exhibited a negative attitude toward learners with disabilities; therefore, it was not in line with the minimum standards of the SAVE Framework. The school grounds and building structures never accommodated learners with disabilities. The way the learners were taught did not consider their disabilities. The school prospectus did not articulate how learners with disabilities were accommodated. The study recommended that the principal and teachers should be workshopped on inclusion, while learners were to be educated on behaviour that depicts the understanding of an inclusive environment. The study recommends that researchers could conduct a quantitative study focusing on how school principals should transform the traditional way of managing regular schools into an inclusive approach.
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