走路,说话,玩:残疾儿童在法国主流学校的户外游戏
Clémence Orain1,2,3, Thomas Morgenthaler4,5, Christina Schulze6
1Amsterdam University of Applied Sciences, The Netherlands.
Scandinavian journal of occupational therapy
|February 3, 2025
概括
残疾儿童在法国学校玩时面临障碍. 与儿童共同设计游乐场对于包容性和吸引力的学校环境至关重要.
科学领域:
- 职业科学 职业科学 职业科学
- 包容性教育包括教育.
- 儿童心理学 儿童心理学
背景情况:
- 对所有儿童来说,玩的权利至关重要,但在法国主流学校中,它未被充分利用.
- 法国的包容性教育政策旨在整合残疾儿童,但在确保有意义的游戏机会方面仍然存在挑战.
- 了解孩子们在学校游乐场上的游戏经验对于培养包容性环境至关重要.
研究的目的:
- 探索残疾儿童在法国主流学校游乐场的户外游乐方面的经验和观点.
- 识别影响儿童游戏的环境障碍和机会.
- 了解孩子们对丰富游戏和包容性的偏好,以及他们对参与学校实践的想法.
主要方法:
- 利用走路和说话之旅采访了法国西部六所主流学校的13名残疾儿童.
- 通过音频录制的采访,字面转录和主题分析收集数据.
- 专注于儿童的观点来理解他们的游戏经验.
主要成果:
- 确定了阻碍残疾儿童玩的重大环境障碍.
- 突出了儿童的创新想法,以丰富游戏和促进包容.
- 强调需要加强儿童参与日常学校实践,包括重新设计游乐场.
结论:
- 法国主流学校游乐场中残疾儿童所面临的障碍需要注意.
- 合作的共同设计方法是必要的,以创造真正的包容性和有趣的学校环境.
- 这些发现对职业科学,包容性教育,基于学校的职业治疗和城市设计有影响,倡导参与式研究.
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