我该如何做?全纳教师为开展全纳教学实践提出建议

IF 3.8 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Active Learning in Higher Education Pub Date : 2024-03-21 DOI:10.1177/14697874241230456
María-Nieves Sánchez-Díaz, Beatriz Morgado, Ruth Cabeza-Ruiz
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引用次数: 0

摘要

大学的全纳教育需要教职员工做出承诺,引导高等教育走向平等和公平。科学文献表明,残疾学生的成功在很大程度上取决于教师的态度及其做出调整的意愿。开展全纳实践的教师的特点是无障碍、做出调整和适应性调整、提供适应性材料和灵活的评估。因此,学习环境是这些学生接受全纳教育的基础,在很大程度上取决于教师所发挥的作用。本研究的目的是由 42 名全纳教育科学教师向其他首次在课堂上教授残疾学生的教师提出建议。研究采用了定性方法。具体而言,采用了自传体叙事方法,并根据其叙事性质对数据进行了分析。教师们建议他们的同事经常与学生互动,调整教学以满足他们的需求,对培训感兴趣,收集有关残疾问题的信息,并了解与教学角色有关的有利于残疾学生接受教育和融入社会的某些特点。这项研究确定了高等教育全纳教学实践的几个关键因素。
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‘How can I do it?’ Inclusive faculty members make recommendations for carrying out inclusive teaching practices
Inclusive education at the university requires a commitment from staff and faculty to guide higher education towards equality and equity. The scientific literature suggests that the success of students with disability depends, to a large extent, on the attitude of faculty members and their willingness to make adjustments. Faculty who carry out inclusive practices are characterised by being accessible, making adjustments and adaptations and providing adapted materials and flexible assessment. Therefore, the learning context is basic to the educational inclusion of these students and depends largely on the role played by the faculty. The aim of this study was to provide recommendations made by 42 inclusive Education Science faculty members to other faculty members who have students with disability in their classrooms for the first time. A qualitative methodology was followed. Specifically, the biographical-narrative methodology was used, and the analysis of the data was defined by its narrative nature. The faculty recommended their colleagues to interact constantly with their students, adjust their teaching to respond to their needs, be interested in training, gather information about disability issues and learn about certain characteristics related to the teaching role that favour the educational and social inclusion of students with disability. This study allowed identifying several keys related to inclusive teaching practices in higher education.
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来源期刊
Active Learning in Higher Education
Active Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
13.20
自引率
12.00%
发文量
31
期刊介绍: Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education (HE) and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to publishing accounts of research covering all aspects of learning and teaching concerning adults in higher education. Non-discipline specific and non-context/country specific in nature, it comprises accounts of research across all areas of the curriculum; accounts which are relevant to faculty and others involved in learning and teaching in all disciplines, in all countries.
期刊最新文献
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