生命科学本科生教师的观点:我们有能力在课堂上有效地帮助残疾学生吗?

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Emma C Goodwin, Danielle Pais, Jingyi He, Logan E Gin, Sara E Brownell
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引用次数: 0

摘要

高等教育的发展可能会增加生命科学教师在为残疾学生提供便利时所面临的挑战。在期望-价值理论的指导下,我们采访了来自全国各院校的 34 名生命科学教员,以探索教员创造残疾包容性教育体验的动机。我们发现,在我们的样本中,教师们认为提供大多数标准的便利措施是一项可管理但往往具有挑战性的任务。此外,我们的样本中的教员认为,改善住宿条件需要他们所在机构的额外支持。大多数教职员工对提供便利有很高的实现价值,因为他们坚信支持残疾学生是公平和正确的事情。然而,教职员工并没有从提供住宿服务的任务中感受到多少实用价值或内在价值,大多数教职员工表示,提供住宿服务会给教职员工带来很大的负担。这些调查结果表明,目前为残疾学生提供全纳教育体验的方法主要依赖于个人信念,即提供便利是正确的事情,这很可能导致一个有缺陷和不公平的系统,因为并非所有教职员工都同样抱有这种信念。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms?

Higher education has evolved in ways that may increase the challenges life science faculty face in providing accommodations for students with disabilities. Guided by Expectancy-Value Theory, we interviewed 34 life sciences faculty instructors from institutions nationwide to explore faculty motivation to create disability-inclusive educational experiences. We found that faculty in our sample perceive that providing most standard accommodations is a manageable but often challenging task. Further, faculty in our sample feel that improving accommodations necessitates additional support from their institutions. Most faculty had high attainment value for providing accommodations, in that they strongly believed that supporting students with disabilities is the fair and right thing to do. However, faculty did not perceive much utility value or intrinsic value in their task of providing accommodations, and most reported that providing accommodations can be a substantial burden on faculty. These findings imply that current approaches to providing inclusive educational experiences for students with disabilities rely primarily on the personal belief that providing accommodations is the right thing to do, which likely results in a flawed and inequitable system given that not all faculty equally share this conviction.

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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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