在多年级班级中教聋学习者:来自Mpumalanga农村特殊学校的感知
Margaret Chauke1, Raesetja G Ledwaba1, Jacomina M Motitswe1
1Department of Inclusive Education, College of Education, University of South Africa, Pretoria, South Africa.
African journal of disability
|November 7, 2025
概括
由于南非手语 (SASL) 熟练程度和资源有限,多年级班级的教师面临着支持聋人学习者的挑战. 他们使用多式联络策略和视觉辅助工具,倡导更好的培训和资源,促进包容性教育.
科学领域:
- 教育教育教育教育教育教育.
- 语言学的语言学.
- 特殊教育 特殊教育
背景情况:
- 对于聋人学习者而言,多级课程带来了独特的教育挑战.
- 南非手语 (SASL) 能力和资源有限,阻碍了特殊学校的包容性教育.
研究的目的:
- 探索教师对挑战的看法和有效的教学策略,以支持多年级课堂上的聋学生.
- 识别特殊学校包容性教育的障碍和适应性战略.
主要方法:
- 定性描述性现象学设计,涉及一所特殊学校的六名教师.
- 通过焦点小组讨论,课堂观察,文档分析和现场笔记收集的数据.
- 用于解释发现的专题分析.
主要成果:
- 教师面临重大挑战:资源不足,SASL水平低,职业发展不足.
- 采用多模式教学策略,包括手势,辅助技术和视觉辅助工具.
- 教师们主张加强SASL培训和课程差异化.
结论:
- 结构化的SASL培训,改善对辅助技术的访问,以及定制的包容性课程至关重要.
- 持续的专业发展和系统的监测对于有效的包容性教育至关重要.
- 调查结果为教师培训和多级聋人教育的政策建议提供了信息.
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