随班就读学校残疾学生发展状况研究

On the Development of Students with Disabilities in Inclusive Schools

本研究目的是了解目前在随班就读学校特殊学生的生态状况,并试图发现对随班就读学校特殊学生发展产生积极影响的因素。本研究以问卷调查、访谈、实地观察等方法进行调查,选取北京、上海、江苏、湖北、贵州、四川、云南、广西、福建等地的47所学校收集数据,最后获得有效教师问卷331份,有效家长问卷165份;获得34名特殊学生、75名普通学生、35名教师、21名家长的访谈记录;获得10所学校的观察记录。结果发现:在被调查随班就读学校中:(1)特殊学生属于轻中度残疾学生,以自闭症、听力残疾、智力残疾学生居多。(2)特殊学生的学业成就、自信心、社会交往能力状况良好,特殊学生对学校满意度高;在各类残疾学生中,听力残疾和智力残疾学生在校适应状况最好,而自闭症学生适应状况最差;轻度残疾学生比中度残疾学生适应状况更好。(3)影响特殊学生发展的最主要的积极因素是:教师和学生能够获得专业支持,学校营造的平等和互助的氛围,减轻教师工作负担。

This study aims to analyze the development of exceptional students in inclusive schools, and find the factors that have a positive effect on the development of these students. According to the data collected from 47 schools in such places as Beijing, Shanghai, Jiangsu, Hubei, Guizhou, Sichuan, Yunnan, Guangxi and Fujian, the researcher has acquired questionnaire responses from 331 teachers and 165 parents, interview records from 34 exceptional students, 75 students without disabilities, 35 teachers and 21 parents, and observation minutes from 10 schools. The findings show the foUowing： （1） In the inclusive schools investigated, the exceptional students are those with mild or moderate disabilities, most of whom are autistic, hearing-impaired, or mentally retarded. （2） The exceptional students are satisfied with their school life, and they have accomplished good academic achievements, acquired high serf-confidence, and maintained good communication with society; among the students with different types of disabilities, those with hearing impairment or with mental retardation make the best adaptation to the school, whereas those with autism make the worst adaptation to the school; those with mild dis abilities make the better adaptation to the school than those with moderate disabilities. （3） The most important factors that have a positive effect on the development of these students are as follows： providing professional support for the teachers and the exceptional students; creating an atmosphere of equality and mutual aid in the inclusive school; and reducing the workload of the teachers.