在阿联疫情期间,认知障碍的学习者参与课堂活动:问题和障碍
1Dean-Faculty of Education Professor of Special and Inclusive Education, British University, Dubai, UAE.
International journal of developmental disabilities
|November 20, 2024
概括
在COVID-19期间,认知障碍的学习者面临着更大的隔离和减少参与. 教育机构必须优先考虑他们的社会包容和参与课堂活动.
科学领域:
- 特殊教育 特殊教育
- 社会包容性 社会包容性
- 关于残疾人的研究.
背景情况:
- 全球范围内,COVID-19大流行严重扰乱了教育环境.
- 认知障碍的学习者往往需要为社会包容提供量身定制的支持.
- 有意义的参与对于学生的整体发展至关重要.
研究的目的:
- 检查认知障碍学习者在课堂活动中有意义地参与的挑战.
- 了解COVID-19大流行对这一人口群体社会包容的影响.
- 确定影响在阿联疫情期间积极参与的因素.
主要方法:
- 由于流行病的限制,使用虚拟方法的定性方法.
- 5个会议的虚拟观察.
- 与学习者,家长和照顾者进行了18次半结构化的虚拟访谈.
主要成果:
- 认知障碍的学习者经历了高度的社会隔离和减少同行互动.
- 流行病相关的家庭限制不成比例地影响了这些学习者.
- 尽管有机构的努力,但参与学术和社会活动受到负面影响.
- 有认知障碍的学习者在参与方面经常被边缘化.
结论:
- 疫情加剧了认知障碍学习者的现有挑战.
- 教育机构需要实施战略,以确保公平参与.
- 优先考虑认知障碍学习者的社会包容是必不可少的,特别是在危机期间.
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