融合教育教师对区级特殊教育资源中心职能期望的调查研究
|
摘要
特殊教育资源中心是中国融合教育发展过程中的本土化产物,是融合教育支持保障体系的重要组成部分,负责为区域内融合教育学校教师、特殊教育需要学生及其家长提供专业支持与服务。本研究对北京市融合教育中小学共计155名行政领导、资源教师与任课教师开展区级特殊教育资源中心职能期望的问卷调查,结果发现:(1)融合教育教师对区级特殊教育资源中心的"专业指导"、"师资培训"、"管理与统筹",以及"研究与推广"的职能期望值较高,且四个维度在得分上无显著差异;(2)资源教师对特教中心的职能期望要显著高于融合教育班主任和任课教师;(3)接受培训时间长的教师对特教中心的职能期望显著高于从未接受过培训以及培训时间较短的教师;(4)城市教师对特教中心的职能期望高于农村教师。
Special education resource centers,which are a localized product in the development of China's inclusive education,as well as a critical part of the supporting system for inclusive education,provide professional support and service for local inclusive education schools,and special-needs students' parents and teachers. The present study made a survey of 155 administrators,resource teachers and inclusive education teachers from certain primary and secondary inclusive schools in Beijing,based on a questionnaire for the functional expectations for district-level special education resource centers. The results indicate the following:(1) The inclusive education teachers scored higher in their functional expectations for the district-level special education resource centers' professional guidance,teacher training,administration plus overall planning,and research plus diffusion,and there was no significant difference between the said four dimensions;(2) the resource teachers showed significantly higher functional expectations for the districtlevel special education resource centers than the inclusive class advisors and inclusive education teachers;(3) the teachers who had received a longer period of training showed significantly higher functional expectations for the district-level special education resource centers than the teachers who had received no training or a shorter period of training; and (4) the urban teachers showed higher functional expectations for the district-level special education resource centers than the rural teachers.
Special education resource centers,which are a localized product in the development of China's inclusive education,as well as a critical part of the supporting system for inclusive education,provide professional support and service for local inclusive education schools,and special-needs students' parents and teachers. The present study made a survey of 155 administrators,resource teachers and inclusive education teachers from certain primary and secondary inclusive schools in Beijing,based on a questionnaire for the functional expectations for district-level special education resource centers. The results indicate the following:(1) The inclusive education teachers scored higher in their functional expectations for the district-level special education resource centers' professional guidance,teacher training,administration plus overall planning,and research plus diffusion,and there was no significant difference between the said four dimensions;(2) the resource teachers showed significantly higher functional expectations for the districtlevel special education resource centers than the inclusive class advisors and inclusive education teachers;(3) the teachers who had received a longer period of training showed significantly higher functional expectations for the district-level special education resource centers than the teachers who had received no training or a shorter period of training; and (4) the urban teachers showed higher functional expectations for the district-level special education resource centers than the rural teachers.
引文
1王红霞,王秀琴,王艳杰,等.特教中心对促进区域融合教育发展的作用研究---以海淀区特教中心为例.中国特殊教育,2017,(4):41-45
2于素红,朱媛媛.随班就读支持保障体系的建设.中国特殊教育,2012,(8):3-8
3彭霞光.随班就读支持保障体系建设初探.中国特殊教育,2014,(11):3-7
4邓猛.健全随班就读支持保障体系.现代特殊教育,2014,(2):24-25
5 6 9王培峰.试谈现代大特殊教育与现代特殊教育资源中.中国特殊教育,2000,(2):57-59,627
10彭霞光.随班就读支持保障体系建设初探.中国特殊教育,2014,(11):3-7
8 11王波,康荣心.韩国特殊教育支援中心的发展历程、现状与趋势.中国特殊教育,2014,(6):3-7
9江小英,牛爽爽,邓猛.北京市普通中小学融合教育基本情况调查报告.现代特殊教育,2016,(14):22-27
13韦小满,袁文得.关于普小教师与特教教师对有特殊教育需要学生和随班就读态度的调查.中国特殊教育,2000,(3):31-33
14刘春玲,杜晓新,姚健.普通小学教师对特殊儿童接纳态度的研究.中国特殊教育,2000,(3):34-36
15颜廷睿.随班就读教师对实施融合教育的关注研究.教育科学,2016,32(5):31-40
16王雁,王志强,冯雅静,邓猛,梁松梅.随班就读教师专业素养现状及影响因素研究.教师教育研究,2015,27(4):46-52,60
2于素红,朱媛媛.随班就读支持保障体系的建设.中国特殊教育,2012,(8):3-8
3彭霞光.随班就读支持保障体系建设初探.中国特殊教育,2014,(11):3-7
4邓猛.健全随班就读支持保障体系.现代特殊教育,2014,(2):24-25
5 6 9王培峰.试谈现代大特殊教育与现代特殊教育资源中.中国特殊教育,2000,(2):57-59,627
10彭霞光.随班就读支持保障体系建设初探.中国特殊教育,2014,(11):3-7
8 11王波,康荣心.韩国特殊教育支援中心的发展历程、现状与趋势.中国特殊教育,2014,(6):3-7
9江小英,牛爽爽,邓猛.北京市普通中小学融合教育基本情况调查报告.现代特殊教育,2016,(14):22-27
13韦小满,袁文得.关于普小教师与特教教师对有特殊教育需要学生和随班就读态度的调查.中国特殊教育,2000,(3):31-33
14刘春玲,杜晓新,姚健.普通小学教师对特殊儿童接纳态度的研究.中国特殊教育,2000,(3):34-36
15颜廷睿.随班就读教师对实施融合教育的关注研究.教育科学,2016,32(5):31-40
16王雁,王志强,冯雅静,邓猛,梁松梅.随班就读教师专业素养现状及影响因素研究.教师教育研究,2015,27(4):46-52,60