全纳幼儿园课堂咨询认知调查

IF 1.1 4区 医学 Q3 EDUCATION, SPECIAL Infants & Young Children Pub Date : 2023-01-01 DOI:10.1097/IYC.0000000000000233
Natalie E. Forsythe, Anne L. Larson
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引用次数: 0

摘要

本研究考察了咨询师和被咨询者对在包容性学前课堂中为残疾学生提供流动服务的看法。咨询师(即,早期儿童特殊教育教师和相关服务提供者)和咨询师(领导和助理幼儿园教师)在一个大型西部山区学区的包容性幼儿园教室工作,完成了一项调查,以了解他们对咨询的看法,包括他们对咨询角色的定义以及他们认为在建立成功咨询关系中最重要的因素。参与者对调查问题的回答被分析并分组为主题。在描述咨询师的角色时,两组人都有相似之处,包括咨询师应该在课堂上直接与学生合作的假设。咨询人和被咨询人还一致认为,他们彼此之间有积极的关系,咨询人是有效的;然而,咨询人和被咨询人的调查结果强调了在咨询关系中需要尊重。了解对咨询方法的看法可能会导致改进咨询服务的实践和政策,并可能导致在包容性环境中改善学龄前残疾儿童的结果。
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A Survey of Perceptions of Consulting in Inclusive Preschool Classrooms
This study examined consultants' and consultees' perspectives of itinerant service delivery for students with disabilities in inclusive preschool classrooms. Consultants (i.e., early childhood special education teachers and related service providers) and consultees (lead and assistant preschool teachers) working in inclusive preschool classrooms in a large Mountain West school district completed a survey eliciting their perceptions on consulting, including their definitions of the consulting role and factors they believed to be most important in building successful consulting relationships. Participants' answers to survey questions were analyzed and grouped into themes. There were similarities across both groups when describing the role of consultants, including assumptions that consultants should work directly with students in the classroom. Consultants and consultees also agreed that they have positive relationships with one another and that consultants are effective; however, consultant and consultee survey responses emphasized a need for respect within the consulting relationship. Understanding perceptions of consultative approaches may lead to practices and policies that improve consultative services and potentially lead to improved outcomes for preschool children with disabilities in inclusive settings.
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来源期刊
CiteScore
1.90
自引率
9.10%
发文量
24
期刊介绍: Infants & Young Children is an interdisciplinary journal focusing on vulnerable children from birth to five years of age and their families. Of special interest are articles involving innovative interventions, summaries of important research developments and their implications for practice, updates for high priority topic areas, balanced presentations of controversial issues, and articles that address issues involving policy, professional training, new conceptual models, and related matters. Although data are often presented primarily to illustrate points, some types of data-based articles may be appropriate.
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