视觉障碍大学生学业适应情况调查

Investigation on academic adaptabilities of university students with visual impairment

目的:了解融合教育中视障大学生的学业适应情况以及他们对学校所提供的学业支持服务的看法。方法:采用半结构化访谈的方法,调查就读于上海某高校英语专业和应用心理学专业的9名视障学生,其中全盲3名,均为男性;低视力6人男3名,女3名。视障情况:全盲为好眼的最佳矫正视力低于0.05;低视力指好眼的最佳矫正视力低于0.3。访谈时间为90min/人。访谈内容为视障学生进入大学后的学业适应情况,主要包括课程适应、课堂教学适应、课后学习适应、作业与考试适应以及他们对学校提供学业支持服务的看法。要求视障学生针对具体访谈内容给出自己的回答。将访谈录音整理后,获得了9份有关学业适应情况的访谈记录。同时,收集其他相关资料(如成绩记录,向辅导员、部分任课老师以及同学了解视障学生平时的学业适应情况)。结果:9名视障学生均完成访谈过程,全部进入结果分析。①视障大学生能完成自己所学的课程,对于免修的体育、计算机和专业英语四级课程也有正确的认识。低视力学生完全可以适应大学的作业与考试方式,盲生则认为用电脑以邮件的形式或者直接用软盘完成作业是目前能想到的最合适的方式。在课程、作业与考试方面的适应良好。②视障学生的学业不适应主要表现为听课和课后学习。③性格、学习态度以及对自己要求的标准不同导致盲生之间在学业适应上的差异:认为学习文化知识非常重要的视障学生的平均成绩和在班级中的排名都优于持相反观点的视障学生。低视力学生间也存在着个体差异。④盲生对课外资源利用方面比低视力学生表现出更多的不适应,与全盲学生相比,低视力学生可在放大镜等辅助设备的帮助下运用学校图书馆资源查阅所需要的课外资料。结论:视障学生对课程、平时作业和考试适应良好,对听课和课后学习存在不适应;学业适应存在个体差异。通过普通高校提供学业支持服务及改革盲校现行的课程和教学,可帮助视障学生学业适应,完成大学学习。

AIM： To investigate both the academic adaptabilities of university students with visual impairment （VI） and their opinions toward school supporting services in an integrative education environment. METHODS： The researchers made a semi-structured interview of 9 students with VI （3 were blind, male; 6 were poor-visual, 3 males and 3 females） who were majoring English or Applied Psychology in the University of Shanghai. Blind： The best corrected visual acuity （BCVA） of good eye was less than 0.05; Poor-visoah BCVA of good eye was less than 0.03. The interviews lasted 90 minutes for per student, and covered both academic adaptabilities in curriculum, in class, after class, in homework and in examination and the students＇ opinions toward school supporting services. The students were demanded to answer questions following the contents of the interviews. The researchers got 9 notes transferred from records of the interviews while other information such as academic results and the students＇ performances offered by their tutors, teachers and classmates were collected. RESULTS： Nine students with VI all finished the interviews and entered the result analysis. ①Students with VI were able to accomplish the curriculum they were studying, and had a correct idea of exempt Physical Education, Computer and curriculum for English Majors. The poor-visual students were able to adapt to the homework and examination completely. The blind students thought mail or floppy disk on computers were the best way to finish their homework, and adapted to curriculum, homework and examination. ②Students with VI failed to catch their teachers in class and study alone after class.③There were differences between the blind students in academic adaptability because their characters, attitudes to study and standard of self-demand were different： The students with VI who thought knowledge seriously made better performances in average academic results and examination rank in class than those who had the opposite opinions. There were also differences between the poor-visual students. ④The blind students were more unadaptive to the use of extracurricular resources, while the poor-visual students could read some extracurricular books in library by magnifying glass. CONCLUSION： Students with VI adapt to the curriculum, homework and examination well while they fail to catch their teachers in class and study alone after class. There is difference between the blind students and the poor-visual students in academic adaptability. The way of providing school supporting services in universities and reforming the curriculum and teaching in schools for the blind can promote the academic adaptabilities of students with VI.