调整家长观念,为成功的全纳教育创造条件的策略:小型学校案例研究

P. Narot, Narong Kiettikunwong
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引用次数: 0

摘要

本研究调查了印度尼西亚一所小型学校的家长对有特殊教育需求儿童的学校管理做法的看法。对 53 名家长进行的调查和访谈数据显示,他们对课堂管理和教师关怀总体持积极态度。然而,家长们对教师是否有能力有效地帮助有特殊需要的学生表示担忧,从而导致他们在合作开展全纳课堂教学方面犹豫不决。要调整家长的看法,为全纳教育的成功创造条件,强调教师发展和地区支持的有效沟通策略至关重要。今后的研究应侧重于改善家长之间的沟通,以促进全纳教育实践。这些研究结果揭示了在特殊教育中培养全纳课堂环境所面临的挑战和解决方案。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Strategy to Reorient Parental Perceptions to Create Conditions for Successful Inclusive Education: A Case Study in A Small-Sized School
This study investigates parents’ perceptions on school management practices for children with special educational needs in a small-sized Indonesian school. Data from surveys and interviews with 53 parents revealed overall positive attitudes toward classroom management and teacher care. However, concerns arose regarding teachers’ ability to support special needs students effectively, leading to hesitancy in collaborating for inclusive classrooms. To reorient parental perceptions to create conditions for successful inclusive education, effective communication strategies emphasizing teacher development and district-based support are crucial. Future research should focus on improving communication between parents to foster inclusive educational practices. These findings shed light on challenges and solutions for cultivating inclusive classroom environments in special education.
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