随班就读教师课堂支持研究

Research on Supports for Teachers Teaching Students with Disabilities in Regular Classes

随班就读是全球融合教育在中国的具体实践,随班就读教师究竟需要怎样的“支持”才能满足残疾儿童在普通班级中的特殊教育需要?基于信效度较好的随班就读教师课堂支持问卷调查与分析结果表明,随班就读教师在社会性支持上的得分显著高于在技术性支持上的得分;在社会性支持中,教师在融合教育氛围上得分显著高于在学校领导支持上的得分,而在学校领导支持上的得分又显著高于在同事支持上的得分;在技术性支持中,教师在物理环境调整上的得分显著高于在教辅教具配置上的得分;而在教辅教具配置上的得分又显著高于在专业人员指导上的得分。基于研究结果,建议加强随班就读教师所需支持研究,规范开展随班就读工作的教室建设,提升特殊教育学校教师专业化水平。

Children with disabilities learning in regular classes is a concrete practice of global inclusive education in China. What kinds of support do teachers need in order to meet the special educational needs of children with disabilities in regular classes? The study used questionnaires with good validity and reliability to investigate the classroom supports for teachers teaching students with disabilities in regular classes. The results show that teachers’ social supports were significantly greater than technical supports. Among social supports, support from students was significantly greater than support from school leaders, and support from school leaders was significantly greater than support from colleagues. Among technical supports, support in the adjustment of physical environment was significantly greater than support in the arrangement of educational and teaching aids, and support in the arrangement of educational and teaching aids was significantly greater than support in the guidance by professionals. On the basis of the above results, the authors made some suggestions including increasing related studies about the supports for teachers teaching students with disabilities in regular classes, standardizing the adjustment of physical environment of regular classes, and promoting the professional level of teachers teaching in special education schools