将被排斥者纳入教育的策略:以智障儿童为例

IF 0.9 Q3 EDUCATION, SPECIAL
Dhruba Prasad Niure, M. Shrestha
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引用次数: 0

摘要

这篇文章是为了揭示一些需要实施的策略,以确保智力残疾学生参与教育。本研究以解释范式为指导,辅以制度民族志。采用目的抽样法,选取8名特殊教育教师、4名资源课堂教师和5名全纳教育领域的专家作为研究样本。采用深度访谈和案头回顾作为收集信息的主要方法,然后根据本研究的目的对信息进行转录、编辑、分类和主题化。为了最大限度地提高本文的可信度和真实性,本文采用了外部审计、同行评议和厚描述等主要技术。本研究结果显示,尽管有提供全纳教育的政策规定,但几乎所有智障学生都在隔离环境中接受教育服务。因此,应采取多层次支持、培养归属感、主流课堂教育、调动同伴、制定替代学习标准、创造合作学习环境等不同策略,优化这些儿童的教育包容性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Strategies for Including the Excluded in Education: A Case of Children with Intellectual Disabilities
This article has been prepared to disclose a number of strategies that need to be implemented to ensure the inclusion of students with intellectual disabilities in education. This research is guided by interpretive paradigm accompanied by institutional ethnography. Eight special education teachers, four resource classroom teachers, and five experts working in the field of inclusive education were chosen as the sample of the study by employing purposive sampling technique. In-depth interview and desk review were used as the main techniques to collect information and then the information were transcribed, edited, classified, and thematized by considering the objective of this study. External audit, peer review and thick description have been used as major techniques to maximize the credibility and authenticity of this article. Results of this study reveal that almost all students with intellectual disabilities were receiving educational services in segregated settings though there are policy provisions of providing inclusive education. Therefore, different strategies such as providing multi-tiered supports, developing sense of belongingness, educating in the mainstream classroom, mobilizing peers, formulating alternative learning standards, creating cooperative learning environment, etc. should be employed to optimize the inclusion of these children in education.
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来源期刊
Rural Special Education Quarterly
Rural Special Education Quarterly EDUCATION, SPECIAL-
CiteScore
3.00
自引率
6.70%
发文量
16
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