摘要
本研究对残疾学生在融合教育学校典型课堂教学活动中的参与情况及教师为之提供的相关支持进行了调查。结果发现:智力残疾和孤独症学生课堂参与主要是"被动的有限参与",视力残疾和听力残疾学生课堂参与主要是"主动的全面参与";多数教师具备为残疾学生课堂学习提供支持的意识,但支持的内容和措施单一;针对智力残疾和孤独症学生组织的课堂互动"形式化"明显,功能有限。
This study aims to explore disabled students＇ participation in typical classroom teaching activities in inclusive schools and their teachers＇ support. The results show the following： Students with mental retardation and autism are mainly featured by passive and limited participation, and those with visual and hearing impairments by active and comprehensive participation; most teachers are aware of rendering support to disabled students, but use simplex content and methods; and the classroom interactions designed for students with mental retardation and autism are apparently formalized and function in a limited way.
出处
《中国特殊教育》
CSSCI
北大核心
2017年第12期3-10,共8页
Chinese Journal of Special Education
基金
2017年度教育部人文社会科学研究项目"教育生态学视野下融合教育学校残疾学生课堂参与研究(项目编号:17YJC880029)
新疆师范大学人文社会科学重点研究基地招标课题"少数民族残疾儿童少年社会融合研究(项目编号:XJNURWJD052017A01)"的研究成果之一
关键词
残疾学生
课堂参与
支持
对策
students with disabilities classroom participation support strategy
