普通学生对特殊学生融合教育态度的元分析
A Meta-Analysis of Typically Developing Students'Attitudes towards Inclusive Education of Students with Disabilities
李欢 1罗月伶1
作者信息
摘要
普通学生对特殊学生的融合教育态度与特殊学生个人发展乃至融合教育高质量发展紧密相关.采用元分析方法对近二十年国内外72项普通学生对特殊学生融合教育态度的实证研究进行梳理分析,以探究普通学生对特殊学生的融合教育态度及相关因素对其态度的调节作用.结果发现,普通学生对特殊学生融合教育整体上持低水平的积极态度(d=0.35),但内隐测试下普通学生对特殊学生的融合教育持较高水平的消极态度(d=-1.506);态度测试方式、学生所在学段以及特殊学生的障碍类型对普通学生的融合教育态度起显著调节作用.最后,结合研究结果,提出改善普通学生对特殊学生融合教育态度的研究与实践建议.
Abstract
The attitudes of typically developing students towards inclusive education for students with disabilities play a crucial role in the personal development of students with disabilities and even the quality of inclusive education.In this study,a meta-analysis approach was employed to systematically analyze 72 empirical studies conducted both domestically and internationally on the attitudes of typically developing students towards inclusive education for students with disabilities over the last two decades,aiming to investigate these attitudes and explore the moderating effects of related factors.The results revealed that on average,typically developing students exhibited a low level of positive attitude towards inclusive education for students with disabilities(d=0.35).However,they held a significantly higher level of negative attitude in implicit attitude tests(d=-1.506).Furthermore,the results also showed that the mode of attitude assessment,the educational level of students,and the type of disabilities among students with disabilities significantly moderated the attitudes of typically developing students towards inclusive education.Finally,based on the findings,recommendations are proposed to enhance research and practices aimed at improving the attitudes of typically developing students towards inclusive education for students with disabilities.
关键词
融合教育/特殊学生/态度/内隐/元分析Key words
inclusive education/students with disabilities/attitude/implicit attitude/meta-analysis引用本文复制引用
基金项目
重庆市语委重点项目(2022)(yyk22101)
出版年
2024
NETL
NSTL
万方数据