为神经分离学生提供包容性教育:分享反思,实践和经验
1Queen Mary Academy, Queen Mary University of London, London, E1 4UJ, United Kingdom.
FEMS microbiology letters
|June 12, 2024
概括
神经分歧的学生从包容性教学策略中受益,这些教学策略优先考虑优势和通用设计. 这种方法增强了高等教育中所有学习者的福祉和学术成功.
科学领域:
- 神经科学是一个神经科学.
- 教育教育教育教育教育教育.
背景情况:
- 超过15%的英国人口是神经分离的.
- 大学学生越来越多地披露残疾,学习困难或心理健康状况.
- 学生残疾人经常报告较低的幸福感和完成率.
研究的目的:
- 分享关于发展员工培训以支持神经分离学生的反思.
- 为包容性教育内容设计和交付概述有效的战略.
- 倡导优先考虑包容性的教学转变.
主要方法:
- 为学术人员制定培训计划.
- 应用学习的通用设计 (UDL) 框架.
- 强调与神经差异化学生和工作人员的协作开发.
主要成果:
- 确定了支持神经分离学生的有效策略.
- 强调了基于实力的实践对以赤字为中心的叙述的好处.
- 倡导转向教育中的普遍包容性.
结论:
- 协作培训和UDL原则可以创造更具支持性的学习环境.
- 基于优势的方法对于增强神经差异化的学生体验至关重要.
- 教育工作者应该考虑实质性的教学变化,以提高包容性.
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