学校类型(特殊或普通)和一些社会经济变量对残疾学生学业成绩的影响

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Revista Electronica Educare Pub Date : 2016-01-27 DOI:10.15359/REE.20-1.1

Ismael García-Cedillo, Silvia Romero-Contreras

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引用次数: 1

摘要

在墨西哥，残疾学生可以到多个护理中心(西班牙语缩写为CAM)或到一些普通学校接受基础教育。本研究的目的是确定学校类型(CAM或普通学校)和一些社会经济变量对学生学习成绩的影响。这项工作是在五对残疾相似的儿童中进行的，他们分别来自CAM和普通学前班。采用Woodcock-Munoz电池(WMB)来确定学业成绩，与母亲面谈和课堂观察协议。我们发现，普通学校的学生群体更年轻，来自较少的贫困家庭，在WMB中得分高于普通学校。

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Influencia del tipo de escuela (especial o regular) y algunas variables socioeconómicas sobre el aprovechamiento escolar del alumnado con discapacidad

In Mexico, students with disabilities can attend to multiple care centers (CAM, in its Spanish acronym) or to some regular schools to receive their basic education. The objective of this study is to identify the influence of the type of school (CAM or regular school) and some socio-economic variables on student academic performance. The work was carried out with five pairs of students with similar disabilities of a CAM and a regular preschool. The Woodcock-Munoz battery (WMB) was applied to determine the academic performance, an interview with mothers and a classroom observation protocol. We found that the student body of regular schools is younger, descend from less disadvantaged homes and get better scores in the WMB than CAM.

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来源期刊

Revista Electronica Educare Social Sciences-Education

CiteScore

1.30

自引率

0.00%

发文量

审稿时长

28 weeks

期刊介绍： Educare Electronic Journal is edited and published by the Center for Research and Teaching in Education (Centro de Investigación y Docencia en Educación) from the Universidad Nacional (National University, Costa Rica). It is an international, quarterly, academic publication. Educare’s aim is to disseminate academic production in the area of Education, both nationally and internationally, allowing authors to communicate their findings, and readers, the possibility to discover the extensive work related to the discipline and its impact and relationship with other fields of knowledge. In search of the construction of interdisciplinary pedagogical thought, the Journal seeks academic reflection; the discussion and analysis of the published knowledge; the incorporation of new perspectives; the reference to innovation and the presentation of successful methodological applications. Aware of the wide range of expressions in this discipline, from theoretical conceptualizations to practical exercises, Educare offers a space for exchange, dissemination and promotion of Education.