父母对智力障碍学生大学课程成果的看法:超越课堂
Gavin W Watts1, Mariya T Davis1, Eric J López1
1Educator and Leadership Preparation Department, College of Education, Texas A&M University - San Antonio, San Antonio, TX, USA.
Journal of intellectual & developmental disability
|February 27, 2025
概括
父母观察到智力障碍儿童参加包容性大学课程的显著改善,注意到提高技能,社会融合和自我形象,以及他们对残疾的看法发生了变化.
科学领域:
- 关于残疾人的研究.
- 高等教育研究 高等教育研究
- 包容性研究 包容性研究
背景情况:
- 增加对智力残疾人的中学后课程的入学人数,需要进行结果研究.
- 关于包容性大学课程的研究有限,特别是那些在少数民族服务机构 (MSI) 的课程.
研究的目的:
- 探索家长在包容性大学课程中对智力障碍学生的结果的观察.
- 了解这些课程在课堂环境之外的影响,包括家庭和社区生活.
主要方法:
- 定性研究涉及对14名目前入学学生的家长进行深入的退出访谈.
- 应用面试数据的主题分析,以确定关键主题.
主要成果:
- 父母报告了三个主要主题:在家中技能泛化,改善社会融合和自我形象,以及父母对残疾的看法不断变化.
- 结果扩展到家庭,社区参与,并提高了学生的自我认知.
结论:
- 研究结果支持在高等教育中制定更有效的包容性计划.
- 建议侧重于促进智障人士的学生独立性和社区参与.
关键词:
智力障碍 智力障碍是一种智力障碍.学院学院学院学院学院学院学院学院学院学院学院高等教育 高等教育包容性 包容性 包容性父母 父母 父母 父母 父母 父母 父母 父母 父母 父母 父母 父母 父母更多相关视频
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