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"你是怎么做的?你是如何做的? ":学院教师与智力障碍学生的关系和沟通

Gavin W Watts¹, Mariya T Davis¹, Eric J López¹

¹Texas A&M University - San Antonio, San Antonio, Texas 78224, USA.

International journal of developmental disabilities

|December 23, 2024

概括

大学教师可以通过增加沟通频率,一致性和可访问性来促进与智障学生 (ID) 的更好的关系. 与同龄人和工作人员的清晰沟通也增强了ID学生的学习和参与.

科学领域:

教育政策和实践教育政策和实践
高等教育中的残疾研究.
包容性的教学方法

背景情况:

高等教育机会法案刺激了智力障碍 (ID) 学生的中学后课程的增长.
需要有效的策略来支持在高等教育机构的ID学生.
大学教师是这些学生的教育经验的关键人物.

研究的目的:

探索大学教师的感知和经验指导学生与ID.
为ID的学生确定有效的沟通和关系建设策略.
了解教师如何为高等教育中的智力障碍学生适应他们的方法.

主要方法:

与六名大学教师进行了深入采访.
参与者是指导员,他们在美国高等教育课程中与ID学生一起工作.
员工应用主题分析来确定关键主题.

主要成果:

增加通信方法的频率,一致性和可访问性 (例如,个人会议,视频指导,提醒) 改善了教师与学生的关系.
与利益相关者,支持人员和同龄人进行清晰的沟通,对学生的学习和参与产生了积极的影响.
教师利用学生的反来完善未来的教学和课程准备.

结论:

加强沟通策略对于与ID学生建立有效关系至关重要.
教师,工作人员和同学之间的协作沟通支持学生的成功.
研究结果为改善智力障碍学生高等教育中的包容性实践提供了实际意义.

关键词:

高等教育高等教育学院学院学院学院学院学院学院学院学院学院学院包容性包容性包含性导师是指导员,教练是指导员,教练是指导员.智力障碍智力障碍是一种智力障碍.

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