考虑到智力和发育障碍学生的阅读课程规划：基于需求的评估建议。

IF 1.7 3区医学 Q2 EDUCATION, SPECIAL

Intellectual and Developmental Disabilities Pub Date : 2023-10-01 DOI:10.1352/1934-9556-61.5.399

Victoria Sánchez-Gómez, Mauricio López-Cruz, Antonio M Amor

{"title":"考虑到智力和发育障碍学生的阅读课程规划：基于需求的评估建议。","authors":"Victoria Sánchez-Gómez, Mauricio López-Cruz, Antonio M Amor","doi":"10.1352/1934-9556-61.5.399","DOIUrl":null,"url":null,"abstract":"This study addresses the need to reinforce the reading learning of students with intellectual and developmental disabilities (IDD) in general education classrooms. A standardized way of assessing support needs in reading (SNr) from the teachers' perspective is proposed. The objectives were (i) to develop an instrument and evaluate its properties and (ii) to preliminarily assess the support needs in reading of students with IDD. Participants were 86 Chilean elementary school teachers who responded about the support needs of their own students. The instrument assesses three dimensions (i.e., representation, engagement, and action and expression). Analyses showed excellent preliminary evidence of validity and reliability. Preliminarily identified support needs suggest that students need more support in representation. Practical and research implications are discussed.","PeriodicalId":47489,"journal":{"name":"Intellectual and Developmental Disabilities","volume":"61 5","pages":"399-425"},"PeriodicalIF":1.7000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Reading Lessons Planning With Students With Intellectual and Developmental Disabilities in Mind: Needs-Based Assessment Proposal.\",\"authors\":\"Victoria Sánchez-Gómez, Mauricio López-Cruz, Antonio M Amor\",\"doi\":\"10.1352/1934-9556-61.5.399\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study addresses the need to reinforce the reading learning of students with intellectual and developmental disabilities (IDD) in general education classrooms. A standardized way of assessing support needs in reading (SNr) from the teachers' perspective is proposed. The objectives were (i) to develop an instrument and evaluate its properties and (ii) to preliminarily assess the support needs in reading of students with IDD. Participants were 86 Chilean elementary school teachers who responded about the support needs of their own students. The instrument assesses three dimensions (i.e., representation, engagement, and action and expression). Analyses showed excellent preliminary evidence of validity and reliability. Preliminarily identified support needs suggest that students need more support in representation. Practical and research implications are discussed.\",\"PeriodicalId\":47489,\"journal\":{\"name\":\"Intellectual and Developmental Disabilities\",\"volume\":\"61 5\",\"pages\":\"399-425\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2023-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Intellectual and Developmental Disabilities\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1352/1934-9556-61.5.399\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Intellectual and Developmental Disabilities","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1352/1934-9556-61.5.399","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

摘要

这项研究探讨了在普通教育课堂上加强智力和发育障碍学生阅读学习的必要性。提出了一种从教师角度评估阅读支持需求的标准化方法。目标是（i）开发一种工具并评估其特性，以及（ii）初步评估IDD学生在阅读方面的支持需求。参与者是86名智利小学教师，他们对自己学生的支持需求做出了回应。该文书评估了三个维度（即代表性、参与度以及行动和表达）。分析显示了良好的有效性和可靠性的初步证据。初步确定的支持需求表明，学生在代表性方面需要更多的支持。讨论了实际意义和研究意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Reading Lessons Planning With Students With Intellectual and Developmental Disabilities in Mind: Needs-Based Assessment Proposal.

This study addresses the need to reinforce the reading learning of students with intellectual and developmental disabilities (IDD) in general education classrooms. A standardized way of assessing support needs in reading (SNr) from the teachers' perspective is proposed. The objectives were (i) to develop an instrument and evaluate its properties and (ii) to preliminarily assess the support needs in reading of students with IDD. Participants were 86 Chilean elementary school teachers who responded about the support needs of their own students. The instrument assesses three dimensions (i.e., representation, engagement, and action and expression). Analyses showed excellent preliminary evidence of validity and reliability. Preliminarily identified support needs suggest that students need more support in representation. Practical and research implications are discussed.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Intellectual and Developmental Disabilities Multiple-

CiteScore

2.60

自引率

11.10%

发文量

期刊介绍： Intellectual and Developmental Disabilities is dedicated to meeting the information needs of those who seek effective ways to help people with mental retardation. The journal reports new teaching approaches, program developments, administrative tools, program evaluation, service utilization studies, community surveys, public policy issues, training and case studies, and current research in mental retardation. Intellectual and Developmental Disabilities is a peer-reviewed journal whose consulting editors represent a broad spectrum of settings: universities, research centers, public and private residential care facilities, and specialized community service agencies.