视力障碍的脊椎按摩疗法专业学生教育的促进因素和障碍。
Facilitators and barriers to education for chiropractic students with visual impairment.
作者信息
Joshi Aditi, Ray Suzanne L
出版信息
J Chiropr Educ. 2020 Oct 1;34(2):116-124. doi: 10.7899/JCE-18-14.
OBJECTIVE
The purpose of this study was to document the academic experiences of students with visual impairment in a doctor of chiropractic program.
METHODS
Ten participants were recruited, including 3 students who are "legally blind," 2 student notetakers, 3 faculty members who taught students with visual impairment, and 2 staff members from the Disability Services Office. For this qualitative study, the students were recruited through the Disability Services Office. The participants were audiotaped during approximately 1-hour interviews conducted in a semistructured manner within a private setting (a quiet office) on the campus during office hours. Thematic analysis was conducted using a deductive method for codes and an inductive method for themes.
RESULTS
We identified facilitators and barriers to the education of students with visual impairment. Notable facilitators were planning for accessible educational materials, accessibility of workable space, and support systems, such as notetakers and close interaction with faculty. Notable barriers were attitudes of students with visual impairment toward their education, lack of personnel training, and lack of disability awareness in the campus community.
CONCLUSION
Meticulous planning of resources and communication are key to enriching academic experiences of students with visual impairment.
目的
本研究旨在记录视力障碍学生在整脊疗法博士项目中的学习经历。
方法
招募了10名参与者，包括3名“法定盲人”学生、2名学生记录员、3名教授视力障碍学生的教员以及2名残疾服务办公室的工作人员。对于这项定性研究，学生是通过残疾服务办公室招募的。在办公时间，在校园内的一个私人场所（一间安静的办公室）以半结构化方式进行的大约1小时访谈中，对参与者进行了录音。使用演绎法进行编码，归纳法进行主题分析。
结果
我们确定了视力障碍学生教育的促进因素和障碍。显著的促进因素包括提供无障碍教育材料的规划、可用空间的可达性以及支持系统，如记录员和与教员的密切互动。显著的障碍包括视力障碍学生对其教育的态度、人员培训的缺乏以及校园社区中残疾意识的缺乏。
结论
精心规划资源和沟通是丰富视力障碍学生学习经历的关键。
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