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Koay, T., Lim, L., Sim, W. and Elkins, J. (2006) Learning assistance and regular teachers’ perceptions of inclusive education in Brunei Darussalam. International Journal of Special Education, 21, 119-130.

被以下文章引用:

  • 标题: 共聚同窗下——香港中学生对融合式课堂学习的看法和经验On the Same Campus—Secondary Pupils’ Perceptions and Experiences towards Studying in an Inclusive Classroom

    作者: 曾君兰, 谢作瑞

    关键字: 朋辈支持, 社会共融, 中学生看法, 有特殊教育需要的学生, 全校参与模式Peer Support; Social Inclusion; Secondary Pupils’ Perception; Pupils with Special Educational Needs; Whole School Approach

    期刊名称: 《Advances in Education》, Vol.4 No.1, 2014-01-23

    摘要: 背景:自香港政府于2001年颁布所有学校必须采纳“全校参与模式”办学后,就读主流学校的有特殊教育需要学生人数不断飙升。在香港主流学校就读的中学生,不论是有特殊教育需要的学生和普通学生,对在同一校园上课的朋辈又持有怎么样的态度和观点呢?目的:本研究旨在调查和比较普通中学生和有特殊教育需要的中学生对同班学习的态度和反应。方法:本研究透过“同一校园”调查问卷作定量数据,并于问卷中设有的开放式响应部分作定性数据,一共有216位来自11所中学的普通学生及有特殊教育需要的学生参与。通过独立样本t检验,将有特殊教育需要的学生组及普通学生组在问卷两部分的得分和整体总分进行对比分析。结果:数据分析结果显示了从在同一校园上课的朋辈经验中反映出四个主题:1) 缺乏社会交流主动性,2) 缺乏相互理解,3) 缺乏合作机会,及4) 缺乏欺凌情境应对技巧。朋辈经验分享亦说明了朋辈互相投入之支持模式在促进课室内之社会共融发挥了重要作用。结论:本文建议四个有助提升课室内同学共融之方向:1) 排除社会障碍,2) 建立社会结构,3) 促进社会学习,及4) 培养社会文化。另外,在普通学校里任教的教师应扮演更多朋辈支持中介者的角色,在课室里为所有学生提供更多朋辈互动的机会。 Background:Since the surge of inclusive schools in Hong Kong in 2001, the number of students with special educational who need to attend inclusive schools had also been on the rise. What are the attitudes and perceptions of secondary school pupils, with and without special educational needs, towards studying together on the same campus in Hong Kong? Aim: The primary aim of this research study is to investigate and compare the attitudes and perceptions of secondary pupils, with and without SEN, towards studying together on the same campus in schools using “Whole School Approach”. Method: Both qualitative and quantitative data were gathered from the use of the On the Same Campus questionnaire by surveying on 216 secondary pupils from 11 inclusive schools in Hong Kong. Quantitative data were analyzed using independent sample t-test analysis. Qualitative data in a form of experience sharing were analyzed using theme identification. Results: The analysis of data revealed four themes in WSA schools: 1) lack of initiatives for social interaction, 2) lack of mutual understanding, 3) lack of opportunities for cooperation, and 4) lack of handling skills for school bullying. It also states that peer support in a form of pupils’ social participations plays an important role in the promotion of social inclusion in regular classrooms. Conclusion: This paper proposes four directions for positive promotion of inclusive education in school: 1) demolish social barrier, 2) establish social structure, 3) promote social learning and 4) nurture social culture. We suggest that teachers in regular schools can assume more roles as peer support mediators among pupils in the classroom by facilitating peer interaction opportunities for all pupils on the school campus.