澳大利亚中学年龄的学生的课程有效性严重的智力障碍或深刻和多重的学习困难:教师的观点
Tess Rendoth1, Jill Duncan1, Judith Foggett1
1School of Education, University of Newcastle, Callaghan, NSW, Australia.
Journal of intellectual disabilities : JOID
|January 24, 2024
概括
澳大利亚教师认为,目前的课程对于严重智力障碍或深度和多重学习困难的学生来说不足. 该课程需要改革,以满足在专业环境中的各种教育和社会需求.
科学领域:
- 教育教育教育教育教育教育.
- 特殊教育 特殊教育
- 课程研究 课程研究
背景情况:
- 包容性教育需要一个普遍可访问的课程.
- 12-19岁的学生严重的智力障碍或深刻和多重的学习困难往往参加专业学校.
- 教师的观点对于理解课程的有效性至关重要.
研究的目的:
- 检查澳大利亚教师对当前课程的看法.
- 评估课程是否适合支持严重智力障碍或深度和多重学习困难的学生.
- 确定课程改革的领域.
主要方法:
- 混合方法研究方法.
- 调查和采访46名澳大利亚专科学校的教师.
- 分析教师对课程设计和内容的反.
主要成果:
- 教师认为目前的课程在设计和内容上是不够的.
- 该课程未能满足严重智力障碍或深度和多重学习困难的学生的教育和社会需求.
- 确定了课程实施中的关键优势和挑战.
结论:
- 现有的课程需要进行重大修订,以有效地支持多样化的学习者.
- 提供了加强课程的建议,以更好地服务于专业环境中的学生.
- 需要进一步的研究和行动来改善课程的包容性.
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