提升沙特阿拉伯智力障碍学生的特殊教育计划课程:呼吁个性化方法和包容性实践
Ghaleb H Alnahdi1, Arwa Alwadei2, Nuha Alharbi1
1Special Education Department, College of Education, Prince Sattam Bin Abdulaziz University, Al-Kharj 11942, Saudi Arabia.
Research in developmental disabilities
|June 28, 2024
概括
父母和教师报告说,他们对沙特阿拉伯智力障碍学生的课程满意度很低,这表明需要个性化的教育方法来提高学术和生活技能.
科学领域:
- 特殊教育 特殊教育
- 课程开发 课程开发
- 关于残疾人的研究.
背景情况:
- 沙特阿拉伯目前的智力障碍 (ID) 学生的教育实践严重依赖教科书.
- 这种方法与个性化教育计划 (IEP) 的原则相冲突,该计划是根据ID学生的独特需求和能力量身定制的.
- 评估现有课程在培养学术和生活技能方面的有效性至关重要.
研究的目的:
- 调查家庭成员和教师对沙特阿拉伯ID学生中高中课程的看法.
- 评估这些课程在多大程度上有助于发展基本的学术和生活技能.
主要方法:
- 采用21项尺度,收集家庭成员和教师的感知数据.
- 证实了尺度的有效性和可靠性.
- 该研究包括113名家庭成员和111名教师的样本,这些学生有ID.
主要成果:
- 家庭成员和教师都表示对学生在当前课程下学术和生活技能发展的满意度很低.
- 受访者对向智力障碍者提供教育服务的总体结果表示不满.
- 调查结果表明,目前的课程交付与所需的教育进步之间存在很大的差距.
结论:
- 这项研究强调了一个标准化的,适合所有人的课程对智力障碍学生的无效性.
- 迫切需要修订和增强课程内容,以满足这个学生群体的多样化学习需求.
- 实施个性化的教育策略对于改善ID学生的成绩至关重要.
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