加拿大安大略省智障学生的识别和教育安置。
Identification and educational placement of students with intellectual disability in Ontario, Canada.
机构信息
Queen's University, Faculty of Education, 511 Union Street, Kingston, ON, K7M 5R7, Canada.
Queen's University, Faculty of Education, 511 Union Street, Kingston, ON, K7M 5R7, Canada.
出版信息
Res Dev Disabil. 2024 Jun;149:104740. doi: 10.1016/j.ridd.2024.104740. Epub 2024 Apr 20.
BACKGROUND
Little is known about the identification and educational placement of students considered to have intellectual disability in the Canadian context and, specifically, the province of Ontario.
AIMS
The purpose of this study was to describe trends in the school-based identification of students with mild intellectual disability and developmental disability based on the Ontario criteria over a 14-year period, as well as current patterns characterizing classroom placement.
METHODS
Using data provided by the Ontario Ministry of Education, a doubly multivariate analysis of variance and profile analysis were performed.
RESULTS
Findings revealed a statistically significant decrease in the number of students identified with mild intellectual disability over time, and that students identified with developmental disability per the provincial criteria accessed their education in specialized settings at a significantly higher rate than their peers with mild intellectual disability.
CONCLUSIONS
Reasons for differences in the identification and placement of the two groups of students are explored relative to the research context.
背景
在加拿大背景下，特别是在安大略省，对于被认为有智力障碍的学生的识别和教育安置知之甚少。
目的
本研究的目的是描述在过去 14 年中，根据安大略省标准，在学校层面上对轻度智力障碍和发育障碍学生的识别趋势，以及当前特征化课堂安置的模式。
方法
使用安大略省教育部提供的数据，进行了双重多元方差分析和剖面分析。
结果
研究结果表明，随着时间的推移，被识别为轻度智力障碍的学生数量呈统计学显著下降，并且根据省级标准被识别为发育障碍的学生，比具有轻度智力障碍的同龄人更有可能在专门的环境中接受教育。
结论
相对于研究背景，探讨了两组学生的识别和安置差异的原因。
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