教师对智障中学生职业课程的评价:沙特阿拉伯的一个探索性分析
Hussain A Almalky1, Shaykhah M Alqahtani2
1Department of Special Education, College of Education in Al-Kharj, Prince Sattam bin Abdulaziz University, Al-Kharj 11942, Saudi Arabia; King Salman Center for Disability Research, Riyadh 11614, Saudi Arabia.
Research in developmental disabilities
|August 26, 2025
概括
沙特阿拉伯的特殊教育教师对职业课程持好看法, 但建议改善智障学生的学习活动. 加强实用,个性化的方法是实现更好的就业转型和实现2030年愿景的关键.
科学领域:
- 特殊教育
- 课程的制定
- 职业培训
背景情况:
- 有智力障碍的学生面临着就业转型的挑战.
- 职业教育对于劳动力技能和独立生活至关重要.
- 在沙特阿拉伯,对具有智障学生的职业教育有效性的研究有限,这促使了这一评估.
研究的目的:
- 评估特殊教育教师对职业课程适合沙特阿拉伯中学学生的看法.
- 调查教师资格,专业,经验或环境是否影响这些观念.
主要方法:
- 一项定量调查评估了课程领域:呈现,内容相关性,学习活动和评估.
- 用描述性统计和t测试分析了利雅得84名特殊教育教师的数据.
- 通过Cronbach的alpha和专家审查证实了可靠性和有效性.
主要成果:
- 教师们对课程的评价普遍是积极的,特别是对演讲风格的评价.
- 学习活动的评分较低,表明需要更多的体验和个性化方法.
- 没有发现显著的人口差异,这表明教师之间存在共识.
结论:
- 这项研究强调需要加强学习活动以提高职能技能和就业成果.
- 课程改进应纳入符合国际标准的实用和差异化策略.
- 这些改进支持沙特阿拉伯的"2030年愿景"目标,
相关概念视频
01:15Nursing Evaluation
3.5K
The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
3.5K
01:20Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
1.9K
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
1.9K
01:25Learning Disabilities
271
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Dyslexia
Dyslexia is a...
271
01:29Intellectual Disability
159
Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
159
03:00Self-Evaluation: Self-Enhancement and Self-Verification
5.3K
Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
5.3K
01:18Types of Records II: Educational and Administrative Records
816
Maintaining nurses' educational and administrative records in healthcare settings, including hospitals and nursing schools, is paramount. Here's a breakdown of the types of academic records mentioned:
816