北京市学前融合班级中普通幼儿对残疾的认识与接纳态度被引量：17

Normal Children's Understanding and Acceptance of Their Classmates with Disabilities Learning in Regular Classes in Beijing

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摘要以学前融合教育班级中84名4～6岁普通幼儿为被试,采用个别访谈法,考察了普通幼儿对残疾的认识与接纳态度.结果表明：普通幼儿主要依赖明显的身体外部特征认识残疾,主要认为残疾为肢体残疾,同时对感官缺陷的认识尚处起步;普通幼儿对残疾的稳定性、非传染性与差异性具有朴素、较为正确的认识;普通幼儿对残疾人、残疾小朋友的接纳态度存在显著差异.文章就在学前融合教育中如何让普通幼儿形成对残疾的客观、正确认识并持有积极态度提出了相应的教育建议. This study, by interviewing 84 normal young children aged 4-6 learning in regular classes together with disabled children, aims to explore normal young children＇ s understanding and acceptance of disabilities. The results show the following： the normal young children conceptualize disabilities chiefly according to physical appearance and begin to realize sensory handicaps of those disabled; these young children have a simple and cor- rect understanding of the stability, non-contagiousness and difference of disabilities; and they show a significant difference in their attitudes towards children with disabilities. In conclusion, the study gives proposals on how to improve normal young children＇ s objective and correct understanding of disabilities and their positive attitudes to- wards disabilities.

作者刘颂钱红付传彩

机构地区北京联合大学特殊教育学院分司厅幼儿园北京大学幼教中心

出处《中国特殊教育》 CSSCI 北大核心 2013年第10期3-8,共6页 Chinese Journal of Special Education

基金 "北京市属高等学校高层次人才引进与培养计划项目"(项目批准号:CIT&TCD201304081)的阶段性成果之一

关键词学前融合教育普通幼儿残疾认识态度 inclusive education in early childhood normal children disability understanding attitude

分类号 G760 [文化科学—特殊教育学]

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