有效的调解策略,以解决包容性小学教室的社会沟通障碍:对教师培训的影响
Mashiga A Molekoa1, Moyagabo K Malahlela1
1Department of Inclusive Education, School of Educational Studies, University of South Africa, Pretoria, South Africa.
African journal of disability
|February 6, 2026
概括
社会沟通障碍 (SCD) 在包容性课堂中提出了挑战. 本研究探讨了调解策略及其对教师发展的影响,倡导政策整合以支持学习者.
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:
- 社会沟通障碍 (SCD) 在包容性的小学教室中带来了重大挑战,影响了学习环境.
- 承认学习者多样性对于包容性教育至关重要,确保所有学生的平等和有意义的参与.
研究的目的:
- 探索有效的调解策略,以在包容性的小学教室中解决SCD问题.
- 调查SCD对教师在包容性环境中的专业发展的影响.
主要方法:
- 在四所包容性小学中采用案例研究设计的定性研究方法.
- 通过深入的半结构面试收集数据,对12名有目的地选择的教师进行了深入的半结构面试.
- 定性数据的诱导性主题分析,以确定参与者的意见和看法.
主要成果:
- 确定了导致SCD的各种因素,包括神经,发育,遗传或环境影响.
- 教师表示强烈支持包括SCD的学习者,以确保他们的平等参与.
- 负面的教师看法可能会对SCD学生的学习环境和学业成果产生不利影响.
结论:
- 对SCD的负面教师看法可能会对学习者的学业成功产生长期影响.
- 建议采用有效的调解策略和政策整合,以支持在包容性教室中SCD的学习者.
- 研究结果可以为学校管理团队,教师和家长提供信息,以加强对SCD学生的支持.
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