特殊教育学校教师融合教育素养调查

A Survey on Special Education School Teachers’Professional Quality Towards Inclusive Education

为了解特殊教育学校教师融合教育的准备情况,采用自编问卷对北京市某区特殊教育学校教师融合教育素养进行调查。结果显示:特殊教育学校教师融合素养得分由高到低依次为支持、态度、技能、知识;特殊教育学校融合教育受训教师与未受训教师在融合教育素养"态度"维度上存在显著差异,但不同受训次数教师之间并无显著差异;特殊教育学校不同学段教师在"态度"与"支持"维度存在显著差异,并且学段越高得分越低;培智学校在融合教育素养态度、知识、技能、支持四个维度上均高于聋校,且存在显著差异。

In order to examine special education school teachers’readiness for inclusive education,a survey was conducted on the professional qualities toward inclusive education among teachers of special schools in one district of Beijing by self-made questionnaire.The results indicate that:the descending order of special education school teachers’scores are behavior,attitude,professional skills,and knowledge;comparing to teachers without professional training,the trained teachers show more favorable attitude for inclusive education,but there is no significant difference among teachers who were trained in different times;teachers in higher grades reported less favorable attitude and less behavioral support for inclusive education;comparing to teachers in special school for deaf children,teachers in special school for mental retardation showed more favorable attitude,more overall knowledge and professional skills,as well as more behavioral support for inclusive education.It also put forward the suggestions accordingly.