评估沙特家长机构之间的合作倡议,以成功实现智力障碍学生的中学后过渡
Mubarak S Aldosari1, Abdullah Jardan Alzhrani1
1Department of Special Education, Prince Sattam Bin Abdulaziz University, Saudi Arabia.
Journal of intellectual disabilities : JOID
|June 17, 2024
概括
利雅得智力障碍学生的家长认为学校和机构之间的合作很低. 改善伙伴关系对于成功过渡到中学后教育和培训至关重要.
科学领域:
- 特殊教育 特殊教育
- 关于残疾人的研究.
- 教育心理学教育心理学
背景情况:
- 学校和社区机构之间的有效合作对于向中学后教育过渡的残疾学生至关重要.
- 本研究探讨了在沙特阿拉伯利雅得从父母的角度评估协作水平的必要性.
研究的目的:
- 评估学校和社区机构在向中学后环境过渡期间为智力障碍学生合作的程度.
- 确定特定领域的合作被认为是低或高的父母.
主要方法:
- 采用描述性分析,收集了191名智力障碍学生的家长的数据.
- 在三个方面评估了合作:大学,职业培训中心和其他服务中心.
主要成果:
- 父母报告说,在规划和支持过渡过程中,他们的合作水平普遍较低.
- 职业培训中心获得了最高的感知合作 (平均值=1.97),其次是其他服务中心 (平均值=1.69).
- 大学在感知合作方面排名最低 (平均值=1.61).
结论:
- 需要加强教育机构和社区机构之间的合作,以支持智力障碍学生.
- 建议采取立法措施,强制制定合作协议,改善中学后的机会.
- 进一步的研究和改进的支持机制对于成功的学生过渡至关重要.
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