从学生-教师合作伙伴关系中学习课堂可访问性
Cassidy Walter1, Virginia Visconti1
1Colorado School of Public Health, Aurora, CO, USA.
Health promotion practice
|January 30, 2025
概括
听力损失的研究生面临沟通障碍,但由于耻辱而避免住宿. 这凸显了包容性高等教育环境和学习的普遍设计的需要.
科学领域:
- 公共卫生 公共卫生
- 高等教育 高等教育
- 关于残疾人的研究.
背景情况:
- 随着COVID-19大流行,学习转移到在线环境中,增加了听力损失学生的沟通挑战.
- 定性研究方法课程提供了一个独特的环境来检查课堂可访问性.
- 耻辱和尽量减少负担的愿望阻止学生寻求住宿.
研究的目的:
- 从听力损失的研究生及其教师的角度探索课堂可访问性.
- 在学术环境中调查听力损失的研究生生活经历.
- 确定在高等教育中创造更公平,更容易获得的学习环境的策略.
主要方法:
- 基于一个学期长的协作学习经验的定性评论.
- 分析学生实地项目的研究结果,重点关注研究生在课堂上的经验.
- 审查现有的关于残疾,可访问性和教育中的通用设计的文献.
主要成果:
- 听力损失的学生适应了沟通挑战,而不要求正式的住宿.
- 耻辱和担心负担他人是不寻求住宿的关键因素.
- 学生-教师合作伙伴关系揭示了对可访问性障碍和解决方案的洞察力.
结论:
- 高等教育机构必须采用残疾的文化模式,以确保有意义的机会.
- 实施学习原则的普遍设计对于公平教育至关重要.
- 跨校园部门的合作和培养学生-教师伙伴关系可以解决能力问题并改善学习环境.
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