Research on the Impact of School Experience on Learners with

发布时间：2022-08-07 22:18

　　本文探讨了莱索托不同学校环境中对视觉障碍学生的包容性和满意度的有效性和看法。在美利坚合众国进行的类似研究中,研究人员受到鼓舞和激励,在隔离教育和主流教育环境中,都探索了视觉障碍学生的满意度。本研究旨在将莱索托视障学生的所有教育环境与背景结合起来。根据莱索托在2001年,2011年和2006年进行的莱索托人口统计调查,莱索托发现（79 794）患有任何形式的残疾人,其中莱索托人口,住房普查和教育统计（2012）是有特殊需要的学习者的百分比在学校中,总计34.2%（27 293）的学生中有66%（52 501）的学生没有得到任何形式的学习。因此,研究人员努力让尽可能多的V.I学习者参加学校学习。该研究使用亚伯拉罕·马斯洛（Abraham Maslow）（1943-1962）的需求和自我实现层次结构。卡尔·罗杰斯（Carl Rogers,1902-1987年）,关于积极关心和自我价值,人格发展和自我实现的人文心理学家。卡尔·罗杰（Karl Roger）同意亚伯拉罕·马斯洛（Abraham Maslow）的主要假设,但补充说,对于一个“成长”的人来说,他们需要一个能够为他们提供真诚,（开放和自... 

【文章页数】：141 页

【学位级别】：硕士

【文章目录】：
Chinese Abstract
Abstract
Abbreviations and Acronyms
1. Introduction
    1.1 Background
        1.1.1 Inclusive Education in Lesotho
        1.1.2 The Number of People with Disabilities
    1.2 Problem Statement
    1.3 Aim of the Study
        1.3.1 Objectives
        1.3.2 Research Questions
        1.3.3 Hypothesis
    1.4 Significance of the Study
    1.5 The purpose of the study
    1.6 Methodological Summary (See chapter 3)
    1.7 Elucidation of Terms
2. Literature Review
    2.1 Theoretical Framework
    2.2 Visual Impairment
        2.2.1 Characteristics of Persons with Visually Impairment
        2.2.2 The Effect of Vision Loss on Learning
    2.3 Inclusion of persons with Special Needs
        2.3.1 Student Perception of Inclusion
        2.3.2 Teacher Attitude towards Inclusion
        2.3.3 Effectiveness of Inclusion
    2.4 Understanding How Children with Visual Impairment Learn
        2.4.1 Teaching Students with Visual Impairment
        2.4.2 Challenges of Teaching Students with Visual Impairment
    2.5 Teacher Qualification in working with Learners with Special needs
    2.6 Africa on Disabilities
        2.6.1 Identification of children with disabilities in Africa
        2.6.2 Categorization of disability used across Eastern and Southern Africa
    2.7 Inclusive Education in Lesotho
        2.7.1 Challenges to Inclusive Education in Lesotho
    2.8 Visual Impaired students in Lesotho
    2.9 The Satisfaction, Self-Concept and Motivation of Learners
        2.9.1 Academic Self-Concept
        2.9.2 Development of Self-Concept
        2.9.3 Myths and Misunderstandings of Self-Concept
        2.9.4 Classroom interventions
    2.10 Learners with Special Needs in Schools Today
3. Research Design and Methodology
    3.1 Research design and methodology
    3.2 Sampling Method
    3.3 Research Environment
    3.4 Instruments
    3.5 Data Collection
        3.5.1 Pilot study
        3.5.2 Interviews
    3.6 Data analysis
    3.7 Ethical Issues
    3.8 The role of the researcher
        3.8.1 Trustworthiness
4. Findings, Interpretations and Discussions
    4.1 Students in Regular schools
        4.1.1 Question 1: How do students with Visual Impairment describe their schoolexperience?
        4.1.2 Question 2: How do students with Visual Impairment describe their self-concept?
        4.1.3 Question 3: what are the students with visual impairment futureaspirations?
    4.2 Mainstream School
        4.2.1 Question 1: How do students with Visual Impairment describe their schoolexperience?
        4.2.2 Question 2: How do learners with Visual Impairment describe their self-concept?
        4.2.3 Question 3: What are students with Visual Impairment future aspirations?
    4.3 Special Schools
        4.3.1 Question 1: How do students with Visual Impairment describe their schoolexperience?
        4.3.2 Question 2: how do students with Visual Impairment describe their self-concept?
        4.3.3 Question 3: what are students with Visual Impairment future aspirations?
    4.4 Discussion
        4.4.1 Summary of reoccurring themes
5. Summary, Conclusion and Recommendations
    5.1 Conclusion
    5.2 Limitations and Suggestions
    5.3 Implications for a school psychologist and personnel
    5.4 Reflections
Acknowledgements
Bibliography
Appendix A: Consent letters
Appendix B: Interview Protocol



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