态度问题:使用AAC的学生参与和学习的障碍
1Faculty of Education, Wilfrid Laurier University, Waterloo, Canada.
概括
障碍阻碍了学校的增强和替代通信 (AAC) 使用. 家长们确定了与机会障碍相结合的态度障碍,影响学生参与和学习.
科学领域:
- 语音和语言病理学 语言病理学
- 教育心理学教育心理学
- 关于残疾人的研究.
背景情况:
- 对于增强型和替代性通信 (AAC) 的实施,已经确立了最佳实践.
- 然而,研究表明,在教育环境中AAC的实际应用存在挑战.
- 这一差距凸显出需要了解使用AAC.的学生所面临的具体障碍.
研究的目的:
- 调查使用AAC.的学生学校参与和学习的障碍.
- 从加拿大安大略省的家长的角度探索这些障碍.
- 确定影响学校AAC实施的关键主题.
主要方法:
- 采用了定性研究方法.
- 与使用AAC.学生的六名家长进行了半结构化采访.
- 诱导性主题分析用于分析采访数据.
主要成果:
- 五个主要主题出现了:学习潜力,成长心态,了解学生,协作和AAC知识博的专业人士.
- 该研究证实了学校存在机会障碍.
- 一个重要的发现是,影响AAC实施的态度障碍占主导地位.
结论:
- 调查结果强调需要解决机会和态度障碍,以改善AAC在学校的融入.
- 加强合作,确保有AAC知识的专业人士对于学生的成功至关重要.
- 培养成长心态和认识到学生潜力对于有效的AAC支持至关重要.
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