小学二次特殊性:教师对识别和支持2e学生的感知障碍
Omar Abdullah Alsamani1, Yasir Ayed Alsamiri2, Reem A Alabdulwahab3
1Department of Special Education, College of Education, Hai'l University, Saudi Arabia.
Acta psychologica
|November 30, 2025
概括
由于缺乏培训和资源,沙特教师在识别和支持两次特殊 (2e) 学生方面面临重大障碍. 应对这些挑战需要有针对性的专业发展和为有效干预提供专门的资金.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 特殊教育 特殊教育
背景情况:
- 双重例外 (2e) 学生既具有天赋,也具有学习障碍,这往往导致教育环境中的不足识别和未满足需求.
- 识别和支持2e学生在主流课堂中提出了独特的挑战,需要特定的教师意识和技能.
研究的目的:
- 调查小学教师对识别和支持沙特阿拉伯两次特殊 (2e) 学生的障碍的看法.
- 通过了解教育工作者在满足具有学习障碍的天才学生双重需求方面所面临的挑战,来为政策和实践提供信息.
主要方法:
- 这是一项定性,横截面研究,涉及沙特阿拉伯20所公立学校的200名小学教师.
- 采用开放式调查问题收集叙事数据,然后由两个独立编码人员进行诱导性内容分析.
- 该调查工具在8名教师中进行了试点测试,以确保清晰度和相关性.
主要成果:
- 关键的识别障碍包括双重培训人员的短缺,班级规模大,以及职业发展机会不足.
- 支持障碍包括与专家的合作有限,资源不足,政策责任不清楚,以及需要持续的,基于证据的培训.
结论:
- 迫切需要部领导的培训,为教师提供天赋和特殊教育技能.
- 建议包括为丰富和支持提供专门的资金,减少班级规模,并安排合作时间.
- 需要进一步的研究来追踪实施措施对2e学生进度的影响.
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