支持神经发育障碍儿童在非正规教育环境中接受融合教育:范围审查

IF 1.5 4区 医学 Q2 EDUCATION, SPECIAL Journal of Developmental and Physical Disabilities Pub Date : 2024-05-30 DOI:10.1007/s10882-024-09970-8
Julia M. Ranieri, Nicole Neil, Monica Sadowski, Mohammad Azzam
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引用次数: 0

摘要

神经发育障碍儿童是最容易被排斥在社区环境之外的群体之一。营地、博物馆和动物园等非正规教育场所(IES)提供了课堂之外的丰富学习机会,然而全纳教育的工作却主要集中在实际的无障碍环境方面。我们需要对相关研究进行综述,以确定支持神经发育障碍儿童参与这些环境的做法。我们采用了一个范围审查框架,以确定有哪些研究涉及神经发育障碍人士在非正式教育环境中的参与,有哪些实践用于促进神经发育障碍儿童在非正式教育环境中的参与,以及这些实践对参与的结果如何。研究共纳入了 46 项采用定量、定性和混合方法设计的研究,其中 24 项研究是在全纳环境或项目中进行的。综述发现,神经发育障碍儿童在非正式环境中仍会遇到融入障碍,而专门的治疗性营地和全纳性营地则会产生积极的结果。此外,行为支持可提高社交技能,减少在非正式环境中的干扰行为,照顾者和神经发育障碍儿童对专门课程持积极态度。鼓励和维持各种选择,包括全纳和专门计划,很可能会支持和加强全纳。今后对国际教育系统包容性做法的研究应包括对参与程度和质量的衡量,包括对参与者主观体验的衡量。
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Supporting Inclusion in Informal Education Settings for Children with Neurodevelopmental Disorders: A Scoping Review

Children with neurodevelopmental disabilities are among the most vulnerable to experiencing exclusion from community settings. Informal education settings (IES), such as camps, museums, and zoos, provide rich learning opportunities beyond the classroom, yet inclusion efforts have primarily focused on physical accessibility. A review of research is needed to identify practices that support the participation of children with neurodevelopmental disabilities in these settings. We used a scoping review framework to determine what research exists concerning the participation of individuals with neurodevelopmental disabilities in informal education settings, what practices are used to foster participation in informal education settings for children with neurodevelopmental disabilities and what are the outcomes of these practices on participation. Forty-six studies using quantitative, qualitative, and mixed methods designs were included, with 24 taking place in inclusive settings or programs. The review found that children with neurodevelopmental disabilities continue to experience barriers to inclusion in informal settings, and there are positive outcomes associated with specialized and therapeutic as well as inclusive camps. Moreover, behavioural supports result in increases in social skills and decreases in interfering behaviour in informal settings and caregivers and children with neurodevelopmental disabilities have positive attitudes toward specialized programming. Encouraging and sustaining a variety of options, including inclusive and specialized programs, is likely to support and enhance inclusion. Future studies on inclusive practices in IES should include measures of the degree and quality of participation, including measures of the subjective experiences of participants.

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来源期刊
CiteScore
3.40
自引率
5.60%
发文量
54
期刊介绍: The Journal of Developmental and Physical Disabilities is an interdisciplinary forum for the publication of original research and clinical reports from a variety of fields serving persons with developmental and physical disabilities. Submissions from researchers, clinicians, and related professionals in the fields of psychology, rehabilitation, special education, kinesiology, counseling, social work, psychiatry, nursing, and rehabilitation medicine are considered. Investigations utilizing group comparisons as well as single-case experimental designs are of primary interest. In addition, case studies that are of particular clinical relevance or that describe innovative evaluation and intervention techniques are welcome. All research and clinical reports should contain sufficient procedural detail so that readers can clearly understand what was done, how it was done, and why the strategy was selected. Rigorously conducted replication studies utilizing group and single-case designs are welcome irrespective of results obtained. In addition, systematic reviews, meta-analyses, and theoretical discussions that contribute substantially to understanding the problems and strengths of persons with developmental and physical disabilities are considered for publication. Authors are encouraged to preregister empirical studies, replications, systematic reviews, and meta-analyses in a relevant public database and to include such information with their submission to the journal. Authors are also encouraged, where possible and applicable, to deposit data that support the findings of their research in a public repository (see detailed “Research Data Policy” module in the journal’s Instructions for Authors). In response to the need for increased clinical and research endeavors with persons with developmental and physical disabilities, the journal is cross-categorical and unbiased methodologically.
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