‘I want support, not comments’: children's perspectives on supports in their life
‘I want support, not comments’: children's perspectives on supports in their life
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“我想要支持，而不是评论”：孩子们对生活支持的看法
DOI：
10.1080/09687599.2011.544060
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发表时间：
2011
影响因子：
2.4
通讯作者：
G. van Hove
中科院分区：
文献类型：
--
作者：
Kathleen Mortier;Lore Desimpel;Elisabeth De Schauwer;G. van Hove
尽管支助是普通教育学校中有特殊教育需要的儿童日常生活的一个主要部分，但很少有人关注儿童如何获得支助。六个孩子和他们的同龄人接受采访感谢支持，因为他们消除了活动的限制，由于损害。然而，他们的经历也表明，这些积极的支持如何产生负面的心理情绪影响，并且不太注重解决残疾障碍。儿童的叙述表明支助的模糊性和定位性，以及儿童需要能够在包容进程中作为“主要伙伴”直接获得支助。
Even though supports are a major part of the daily lives of children with special educational needs who participate in general education schools, little attention has been paid to how children experience supports. Six children and their peers who were interviewed appreciated supports because they remove restrictions in activities due to the impairment. However, their experiences also show how these positive supports can have negative psycho‐emotional repercussions, and are less focused on addressing disabling barriers. The children's accounts demonstrate the ambiguous and situated nature of supports, and the need for the children to be able to direct supports as ‘chief partners’ in the inclusion process.