TEACHING STUDENTS WITH DISABILITIES IN INCLUSIVE SCIENCE CLASSROOMS : SURVEY RESULTS
TEACHING STUDENTS WITH DISABILITIES IN INCLUSIVE SCIENCE CLASSROOMS : SURVEY RESULTS
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在包容性科学课堂中教授残疾学生：调查结果
DOI：
10.1002/(sici)1098-237x(199804)82:2
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发表时间：
1998
影响因子：
4.3
通讯作者：
Greg P. Stefanich
中科院分区：
文献类型：
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作者：
Katherine I. Norman;Dana Caseau;Greg P. Stefanich
包容性教室正在成为学校的标准，满足残疾学生在普通K-12教室的教学需求。然而，很少有证据描述的经验，准备和态度的教育工作者谁是教学或谁是准备教师。本文报告了对小学教师、初中和高中科学教师以及大学科学教育工作者的调查结果。结果表明，教师教育计划反映准备或在职科学教师与残疾学生有效地工作的承诺很少。这项研究提供的证据表明，科学教师和教授科学方法的教授在教授残疾学生方面几乎没有接受过培训，也没有经验，不了解适用于残疾学生的最佳做法研究，而且往往对残疾学生能做什么和不能做什么持有陈规定型观念。此外，他们愿意接受向残疾学生教授科学的额外培训。John Wiley & Sons，Inc. Sci Ed82：127-146，1998.
Inclusive classrooms are becoming the norm in schools, fulfilling the instructional needs of students with disabilities in regular K–12 classrooms. However, little evidence exists describing the experiences, preparedness, and attitudes held by educators who are teaching or who are preparing teachers. The results of a survey of elementary teachers, middle and high school level science teachers, and university science educators are reported in this article. The results indicate that teacher education programs reflect little commitment to preparing or in-servicing science teachers to work effectively with students who have disabilities. This study provides evidence that teachers of science and professors teaching science methods have had little training and experience in teaching students with disabilities, are not aware of the research on best practice as it applies to students with disabilities, and often hold stereotypical views of what students with disabilities can and cannot do. Additionally, they are receptive to receiving additional training in teaching science to students with disabilities. © 1998 John Wiley & Sons, Inc. Sci Ed82:127–146, 1998.