对比教育工作者和黑人学生对特殊教育安置过程的看法:一个不确定的反叙事分析
1University of Ottawa, Ontario, Canada.
概括
教师和黑人学生对特殊教育安置的看法有很大的不同,导致学生的负面体验. 这项研究强调了需要改善教育工作者对不同学习者和实践的培训.
科学领域:
- 教育教育教育教育教育教育.
- 关于残疾人的研究.
- 批判性种族理论 批判性种族理论
背景情况:
- 特殊教育安置过程对于学生支持至关重要.
- 在理解方面的差异可能会对学生产生负面影响,特别是黑人学生.
- 现有的框架可能无法完全捕捉到这些经验的细微差别.
研究的目的:
- 探讨教育工作者和黑人学生关于特殊教育安置的对比观点.
- 分析这些不同的理解对学生经验的影响.
- 确定需要改进的教育实践和专业发展领域.
主要方法:
- 使用残疾批判性种族研究反叙事 (DCCN) 框架进行定性调查.
- 与21名学校工作人员和20名黑人学生 (年龄在14-18岁) 进行了交叉引用的采访.
- 加拿大北克的特殊教育安置过程的叙事重建.
主要成果:
- 在教育工作者和学生对特殊教育安置过程的看法之间发现了显著的分歧.
- 这种理解差距直接与黑人学生的不良经历有关.
- DCCN框架有效地突出了这些反叙述.
结论:
- 这些发现强调了解决了解特殊教育安置的脱节问题的关键需要.
- 提高教育工作者的文化能力和对不同学习者的知识是必不可少的.
- 改革专业实践是必要的,以确保公平和积极的学生体验.
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