与学习使用辅助和替代性交流(AAC)的学生打交道的辅助教育工作者的专业网络和自我效能感

IF 2 3区 教育学 Q1 EDUCATION, SPECIAL
Elizabeth E. Biggs, J. Bumble, Rebecca E. Hacker, Kendra E. Scotti, Caitlin E. Cushing
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引用次数: 0

摘要

辅助教育工作者经常与特殊教育教师和学校团队合作,为有复杂交流需求(CCN)的残疾学生提供支持,包括使用语言生成设备等辅助和替代性交流(AAC)的学生。本研究调查了 258 名为有 CCN 的残疾学生(学前班至 12 年级,以及社区过渡教室)提供服务的辅助教育工作者。研究采用社会网络分析的方法,考察了辅助教育工作者的专业网络和合作模式,以及辅助教育工作者的专业网络规模与他们在与有 CCN 的学生合作时的自我效能信念之间的关系。研究结果显示,辅助教育工作者专业网络的规模和功能以及他们的自我效能信念存在很大差异。辅助教育工作者普遍报告说,他们与其他专业人员之间的相互合作关系很少,接受的支持多于给予的支持。许多人的网络规模较小,可信赖的合作者很少。除了个人特征和是否接受过与 AAC 相关的培训之外,辅助教育工作者的网络规模是自我效能感信念的最强预测因素。这项研究强调了辅助教育工作者需要在联系紧密的团队中工作,并揭示了社会网络分析可用于研究自我效能感和协作相关问题的方法,从而为未来的研究和实践提供了参考。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Professional Networks and Self-Efficacy of Paraeducators Working with Students with Learning to Use Augmentative and Alternative Communication (AAC)
Paraeducators often work with special education teachers and school teams to support students with disabilities who have complex communication needs (CCN), including students who use augmentative and alternative communication (AAC) such as speech-generating devices. This study involved surveying 258 paraeducators working with students with disabilities who had CCN (grades PreK–12, along with community-based transition classrooms). Social network analysis was used to examine paraeducators’ professional networks and collaboration patterns, along with how paraeducator professional network size related to their self-efficacy beliefs about working with students with CCN. Findings revealed wide variability in the size and function of paraeducators’ professional networks and their self-efficacy beliefs. Paraeducators generally reported few mutual collaborative relationships with other professionals, receiving support more than they gave support. Many had small networks with few trusted collaborators. Paraeducators’ network size was the strongest predictor of self-efficacy beliefs, beyond their personal characteristics and whether they received AAC-related training. This study informs future research and practice by underscoring the need for paraeducators to work within well-connected teams, and by revealing ways social network analysis can be used to examine issues related to self-efficacy and collaboration.
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来源期刊
CiteScore
4.30
自引率
20.00%
发文量
20
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