特殊教育教师全纳教育态度调查
发布时间：2018-07-15 18:35
【摘要】：特殊教育从隔离走向全纳,经过了一个漫长的时期。全纳教育是指在教学过程中满足所有儿童的需要,学校必须无条件地接受学区内所有儿童,并为这些儿童发展提供所需要的保障。已有研究表明,特殊教育教师对全纳教育的态度将直接影响全纳教育的实施。本研究选取在山东省内582名教师,对全纳教育态度量表进行修订。在正式施测过程中对188名特殊教育教师,145名普通学校教师进行问卷调查,了解特殊教育教师在全纳教育态度维度上的差异;了解教师对不同障碍类型学生的接纳程度,采用问卷调查全面了解其对全纳教育的认识,为推进全纳教育实施提供实证研究依据。本研究得到以下结果:(1)中文版全纳教育态度量表具有良好的信度和效度。全纳教育态度量表包括三个维度:身体因素维度、行为因素维度和社会因素维度。(2)特殊教育教师对全纳教育的态度是积极的。(3)特殊教育教师和普通教师在全纳教育态度上存在差异,教师在社会因素维度上接纳程度最高,在身体因素维度上接纳程度最低。教师对害羞、孤僻的人接纳程度最高,对视力障碍儿童接纳程度最低。(4)特殊教育教师全纳教育态度接纳程度高于普通学校教师。(5)影响特殊教育教师全纳教育接纳程度的因素包括教育程度、是否参与特殊教育培训、生活中是否与残疾人接触、是否了解全纳教育或融合教育、是否熟悉特殊教育法律法规。
[Abstract]:Special education has gone through a long period from isolation to inclusion. Inclusive education is to meet the needs of all children in the teaching process. Schools must unconditionally accept all children in the school district and provide the necessary guarantee for the development of these children. Studies have shown that the attitude of special education teachers towards inclusive education will directly affect the implementation of inclusive education. In this study, 582 teachers in Shandong Province were selected to revise the inclusive Education attitude scale. A questionnaire survey was conducted among 188 special education teachers and 145 ordinary school teachers in order to understand the differences in the attitude of special education teachers in inclusive education, and the acceptance of teachers to students with different types of obstacles. A questionnaire survey is used to find out its understanding of inclusive education and to provide an empirical basis for promoting the implementation of inclusive education. The results are as follows: (1) the Chinese version of inclusive Education attitude scale has good reliability and validity. The inclusive Education attitude scale includes three dimensions: physical factor dimension, (2) the attitude of special education teachers towards inclusive education is positive. (3) there are differences between special education teachers and ordinary teachers in inclusive education. The degree of acceptance was the lowest in the dimension of physical factors. Teachers are the most receptive to shy, isolated people, (4) the acceptance degree of special education teachers' inclusive education attitude was higher than that of ordinary school teachers. (5) the factors influencing the inclusive education acceptance of special education teachers included education level and whether they participated in special education training. Do you have contact with people with disabilities, inclusive or integrated education, and special education laws and regulations?
【学位授予单位】：济南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G760
[Abstract]:Special education has gone through a long period from isolation to inclusion. Inclusive education is to meet the needs of all children in the teaching process. Schools must unconditionally accept all children in the school district and provide the necessary guarantee for the development of these children. Studies have shown that the attitude of special education teachers towards inclusive education will directly affect the implementation of inclusive education. In this study, 582 teachers in Shandong Province were selected to revise the inclusive Education attitude scale. A questionnaire survey was conducted among 188 special education teachers and 145 ordinary school teachers in order to understand the differences in the attitude of special education teachers in inclusive education, and the acceptance of teachers to students with different types of obstacles. A questionnaire survey is used to find out its understanding of inclusive education and to provide an empirical basis for promoting the implementation of inclusive education. The results are as follows: (1) the Chinese version of inclusive Education attitude scale has good reliability and validity. The inclusive Education attitude scale includes three dimensions: physical factor dimension, (2) the attitude of special education teachers towards inclusive education is positive. (3) there are differences between special education teachers and ordinary teachers in inclusive education. The degree of acceptance was the lowest in the dimension of physical factors. Teachers are the most receptive to shy, isolated people, (4) the acceptance degree of special education teachers' inclusive education attitude was higher than that of ordinary school teachers. (5) the factors influencing the inclusive education acceptance of special education teachers included education level and whether they participated in special education training. Do you have contact with people with disabilities, inclusive or integrated education, and special education laws and regulations?
【学位授予单位】：济南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G760
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