包容学习障碍的学习者在瓦尔三角的主流教室
Nilford Hove1, Nareadi T Phasha1
1Department of Education, Faculty of Inclusive Education, University of South Africa, Pretoria, South Africa.
African journal of disability
|July 12, 2023
概括
南非的包容性教育旨在适应所有学习者. 这项研究发现,过度拥挤和缺乏家长参与阻碍了学习障碍的包容性,但教师使用了差异化教学等策略.
科学领域:
- 教育教育教育教育教育教育.
- 特殊教育 特殊教育
- 教学教育学 在教学上
背景情况:
- 2001年南非的包容性教育政策旨在适应所有学习者.
- 该政策旨在确保学生的接受,尽管存在差异.
研究的目的:
- 探索学习障碍的学习者在主流小学中的纳入.
- 调查这些学生的教学和学习实践.
主要方法:
- 具有描述性的现象学设计的定性方法.
- 数据是通过对六名有目的地选择的教师进行深入采访来收集的.
- 使用了主题内容分析.
主要成果:
- 过度拥挤,时间限制和父母的有限参与阻碍了包容.
- 教师利用多层次的教学,具体的辅助工具,差异化教学和代码交换.
- 这些策略有助于适应学习障碍的学习者.
结论:
- 将班级规模减少到30个,并加强家长的合作对于包容性至关重要.
- 小组安排 (4-5名学习者) 可以支持教学和学习.
- 多级教学和差异化教学是有效的,当学习者与同龄人保持.
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