教师赋权:心理健康、学习障碍和全纳教育的变革方法

Aashima Magotra, Vidya
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引用次数: 0

摘要

这篇综合评论文章探讨了教师在应对心理健康、学习障碍(LDs)和全纳教育等相互交织的挑战方面所发挥的变革作用。认识到这些问题在全球的普遍性和影响,文章强调了学校环境的关键参与点。尽管教师具有潜力,但在理解和处理心理健康问题和学习障碍方面缺乏知识和信心等挑战依然存在。所提出的解决方案主张开展有针对性的培训计划,并与心理健康专业人员合作,同时采用面授和在线学习相结合的混合方法。文章还深入探讨了教育问题,探讨了学习困难、LDs 发病率以及教师在早期识别和支持中的中介作用等问题。文章最后强调,为了每个学生的全面发展和学业成功,缩小政策意图与实际执行之间的差距非常重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teachers empowerment: A transformative approach to mental health, learning disabilities, and inclusive education
This comprehensive review article looks into teachers’ transformative role in addressing the intersecting challenges of mental health, learning disabilities (LDs), and inclusive education. Recognizing the global prevalence and impact of these issues, the article emphasizes the crucial involvement point of the school environment. Despite teachers’ potential, challenges such as a lack of knowledge and confidence in understanding and handling mental health conditions and LDs persist. The proposed solutions advocate for targeted training programs and collaboration with mental health professionals, backed up by a hybrid approach that combines in-person and online learning. The article also delves into the educational landscape, addressing issues such as learning difficulties, the prevalence of LDs, and the role of teachers as intermediaries in early identification and support. It concludes by emphasizing the importance of closing the gap between policy intent and practical implementation for every student’s holistic well-being and academic success.
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