南非教师对改进感统教室教师问卷(SCTQ)以促进全纳教育和多动症支持的见解

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Education Sciences Pub Date : 2024-09-09 DOI:10.3390/educsci14090989
Hannelie Du Preez
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引用次数: 0

摘要

感官教室教师问卷(Sensory Classroom Teacher Questionnaire,SCTQ)是一种心理教育工具,旨在帮助教师创造感官丰富的全纳环境,通过应用感官人体工程学来促进多样性、公平性、无障碍性和包容性。与其他专注于孤立策略的工具不同,SCTQ 采用整体方法,通过优化整体课堂环境来满足学习者,尤其是多动症和感觉统合/加工障碍学习者的感官和人体工学需求。这使得 "感统训练与测验 "在多元化和资源不足的五分之一学校中尤为重要,因为在这些学校中,创造感官优化的全纳环境对于培养公平的学习体验至关重要。通过周到的教室设计来满足感官需求,SCTQ 不仅能加强学习者的认知发展和社会情感健康,还能改善行为调节、身体舒适度和整体功能。本手稿是一项大型探索性混合方法研究的一部分,该研究采用定性和定量方法对 SCTQ 进行了验证。在此,我们将重点放在定性研究方面,利用主题分析法对来自南非豪登省五分法 1-5 级学校的 88 名一、二、三年级教师进行了 23 次焦点小组访谈。本研究以行为主义范式为指导,强调教师在创造和调整感官环境中发挥的关键作用。他们的见解是完善 SCTQ 的关键,确保其实用、适合发展、文化、语言、背景和社会经济相关性。通过研究人员、专家和教师之间的合作开发,SCTQ 支持感官人体工程学实践,提高了人们对多动症和感觉统合/处理挑战的认识,并为学习者的潜能和教师的福祉提供了支持,从而为更可持续和积极的教育体验做出了贡献。
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South African Teachers’ Insights on Improving the Sensory Classroom Teacher Questionnaire (SCTQ) for Inclusive Education and ADHD Support
The Sensory Classroom Teacher Questionnaire (SCTQ) is a psycho-educational tool designed to empower teachers in creating sensory-rich, inclusive environments that promote diversity, equity, accessibility, and inclusivity through the application of sensory ergonomics. Unlike other tools that focus on isolated strategies, the SCTQ takes a holistic approach by optimizing the overall classroom environment to meet the sensory and ergonomic needs of learners, particularly those with ADHD and sensory integration/processing challenges. This makes the SCTQ especially vital in diverse and under-resourced quintile schools, where creating sensory-optimized, inclusive environments is essential for fostering equitable learning experiences. By addressing sensory needs through thoughtful classroom design, the SCTQ not only strengthens learners’ cognitive development and socio-emotional well-being but also improves behavior regulation, physical comfort, and overall functioning. This manuscript is part of a larger exploratory mixed-methods study that validated the SCTQ using both qualitative and quantitative approaches. Here, the focus is on the qualitative aspect, utilizing thematic analysis to explore data from 23 focus group interviews with 88 Grade 1, 2, and 3 teachers from various Quintile 1–5 schools in Gauteng, South Africa. Guided by the enactivism paradigm, the study emphasizes the crucial role teachers play in creating and adapting sensory environments. Their insights were key to refining the SCTQ, ensuring it is practical, developmentally appropriate, culturally, linguistically, contextually, and socio-economically relevant. Developed through collaboration among researchers, specialists, and teachers, the SCTQ supports sensory ergonomic practices, raises awareness of ADHD and sensory integration/processing challenges, and supports both learners’ potential and teachers’ well-being, contributing to a more sustainable and positive educational experience.
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来源期刊
Education Sciences
Education Sciences Social Sciences-Education
CiteScore
4.80
自引率
16.70%
发文量
770
审稿时长
11 weeks
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