残疾学生在职业治疗教育中的经验和见解:一种定性研究
Emma Gregg1, Keri DeGroot2, Danbi Lee3
1Emma Gregg, OTD, OTR/L, is PhD Student, Division of Rehabilitation Science, Department of Rehabilitation Medicine, University of Washington, Seattle; ergregg@uw.edu.
概括
残疾人职业治疗学生面临的教育障碍. 教师支持,同行支持和程序文化显著影响他们的经验,突出需要系统变革和包容性实践.
科学领域:
- 职业治疗教育 职业治疗教育
- 关于残疾人的研究.
- 高等教育 包容性 高等教育 包容性
背景情况:
- 残疾人职业治疗学生在高等教育中遇到重大障碍.
- 多样化职业治疗工作人员和创造包容性学习环境至关重要.
- 了解残疾学生的生活经历对于应对教育挑战至关重要.
研究的目的:
- 探索残疾学生在职业治疗课程中所面临的外部障碍.
- 了解残疾人职业治疗学生关于教育障碍的经历.
主要方法:
- 使用重点小组和个人访谈的主题分析进行定性研究.
- 进行了远程聚焦小组会议和个人采访.
- 参与者和研究人员的三角测量,以及反射性,确保了可信度.
主要成果:
- 四个重点小组和一个采访涉及14名参与者.
- 三个新兴的主题突出了教师支持,同行支持和专业文化的重要性.
- 学生的经验揭示了他们在职业治疗教育中的障碍和促进者.
结论:
- 需要进行系统性的改变,以更好地支持残疾人职业治疗学生.
- 影响包括教师培训,将残疾框架纳入课程,并培养包容性教育文化.
- 解决这些因素可以提高残疾学生在职业治疗中的教育旅程和成功.
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