Yun-Ching Chung, Department of Special Education, Illinois State University; Karen H. Douglas, School of Teacher Education and Leadership, Radford University; Virginia L. Walker, Department of Special Education and Child Development, University of North Carolina at Charlotte; Rachel L. Wells, Thomas Metcalf Laboratory School, Illinois State University.
Intellect Dev Disabil. 2019 Aug;57(4):307-322. doi: 10.1352/1934-9556-57.4.307.
As inclusive opportunities increase for students with disabilities, additional research is needed to examine high school students' classroom interactions. This descriptive study explores the nature of the social interactions of 10 high school students with intellectual and developmental disabilities (IDD) in the general education classroom. Findings from our observations indicated that students with IDD interacted with peers during approximately one out of every four minutes and interacted with the general educator during one out of every 10 minutes, less than their peer comparisons' interactions with peers and teachers. Students with IDD were present ( = 89.9%) and in proximity to peers ( = 71.7%) during the majority of the class period. We discuss additional results along with practical implications, limitations, and future research directions.
随着为残疾学生提供的包容性机会的增加，需要进行更多的研究来考察高中生的课堂互动。本描述性研究探讨了 10 名具有智力和发育障碍 (IDD) 的高中生在普通教育教室中的社会互动的性质。我们的观察结果表明，大约每四分钟，学生与同伴互动一次，每十分钟与普通教育者互动一次，比同伴和教师的互动次数要少。在大部分课堂时间里，学生都与同伴（=89.9%）和教师（=71.7%）保持在一定距离内。我们讨论了其他结果以及实际影响、局限性和未来的研究方向。
