包容性教育在典型发育儿童的学术成果
Andrijana Bakoč1, Branislav Brojčin2, Slobodan Banković2
1Faculty of Medicine Foča, University of East Sarajevo, East Sarajevo, Bosnia and Herzegovina.
Frontiers in psychology
|January 22, 2025
概括
波斯尼亚和黑塞哥维那的包容性教育不会对典型的发展学生产生负面影响.
科学领域:
- 教育心理学教育心理学
- 包容性研究 包容性研究
- 特殊教育 特殊教育
背景情况:
- 在波斯尼亚和黑塞哥维那,包容性教育已经实行了二十年.
- 包容性环境对典型发展的学生的影响需要调查.
研究的目的:
- 根据与智力障碍学生一起参加课程,对典型的发展学生之间的一般知识和数学差异进行检查.
- 确定学生学业成绩与教师特征和学校包容性之间的关系.
主要方法:
- 分析了来自18个普通班的331名小学学生的样本.
- 学生被分为两个组:那些在包容性班级和那些在非包容性班级.
- 皮博迪个人成绩测试 (Peabody Individual Achievement Test) 修订评估了一般知识和数学;各种尺度测量了教师和学校的变量.
主要成果:
- 在包容性和非包容性班级的学生之间,在学业成绩上没有统计学意义上的差异.
- 学校的包容性,特别是工作组织,与所有学生的学业成绩有积极的相关性.
- 在不同学生群体中,教师特征与学业成绩的关系各不相同.
结论:
- 与智力障碍学生一起上课并不妨碍典型的发展同龄人的学术进步.
- 全校的包容性实践,特别是工作组织,有利于所有学生的学业成绩.
- 需要进一步研究教师特征和学生在包容性环境中的成绩之间的复杂相互作用.
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