【摘要】：特殊教育從隔離走向全納,經(jīng)過(guò)了一個(gè)漫長(zhǎng)的時(shí)期。全納教育是指在教學(xué)過(guò)程中滿足所有兒童的需要,學(xué)校必須無(wú)條件地接受學(xué)區(qū)內(nèi)所有兒童,并為這些兒童發(fā)展提供所需要的保障。已有研究表明,特殊教育教師對(duì)全納教育的態(tài)度將直接影響全納教育的實(shí)施。本研究選取在山東省內(nèi)582名教師,對(duì)全納教育態(tài)度量表進(jìn)行修訂。在正式施測(cè)過(guò)程中對(duì)188名特殊教育教師,145名普通學(xué)校教師進(jìn)行問(wèn)卷調(diào)查,了解特殊教育教師在全納教育態(tài)度維度上的差異;了解教師對(duì)不同障礙類(lèi)型學(xué)生的接納程度,采用問(wèn)卷調(diào)查全面了解其對(duì)全納教育的認(rèn)識(shí),為推進(jìn)全納教育實(shí)施提供實(shí)證研究依據(jù)。本研究得到以下結(jié)果:(1)中文版全納教育態(tài)度量表具有良好的信度和效度。全納教育態(tài)度量表包括三個(gè)維度:身體因素維度、行為因素維度和社會(huì)因素維度。(2)特殊教育教師對(duì)全納教育的態(tài)度是積極的。(3)特殊教育教師和普通教師在全納教育態(tài)度上存在差異,教師在社會(huì)因素維度上接納程度最高,在身體因素維度上接納程度最低。教師對(duì)害羞、孤僻的人接納程度最高,對(duì)視力障礙兒童接納程度最低。(4)特殊教育教師全納教育態(tài)度接納程度高于普通學(xué)校教師。(5)影響特殊教育教師全納教育接納程度的因素包括教育程度、是否參與特殊教育培訓(xùn)、生活中是否與殘疾人接觸、是否了解全納教育或融合教育、是否熟悉特殊教育法律法規(guī)。
[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?
【學(xué)位授予單位】：濟(jì)南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G760

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本文編號(hào)：2125011