全纳学校中有特殊需求学生的社会参与：一项范围综述
Social participation for students with special needs in inclusive schools: a scoping review.
作者信息
Wang Ziwen, Huang Jiahui, Wang Lei, Liu Chunling
机构信息
Special Education Department, Faculty of Education, East China Normal University, Shanghai, China.
Longyuan School of Nanshan District, Shenzhen, China.
出版信息
Int J Dev Disabil. 2023 Dec 4;71(5):643-662. doi: 10.1080/20473869.2023.2277602. eCollection 2025.
Social participation is necessary for students with special needs to achieve social inclusion. This study focuses on the research characteristics, themes, characteristics, and influencing factors of social participation among students with special needs in inclusive settings by analyzing 63 relevant empirical studies. The results reveal that the research on the social participation of students with special needs was concentrated in primary and secondary schools, and the research methods include sociometric techniques, scale measurement, and observation. Social participation for students with special needs include four themes: joint activities, social behavior, peer relationships, and social self-perception. The social participation of students with special needs demonstrated a tendency toward open places and structured activities, diverse behavioral patterns, poor social participation results, negative peer relationships, and differences in social self-perception. These students' social participation was affected by such factors as individuals, peers, teachers, and supports.
社会参与对于有特殊需求的学生实现社会融合是必要的。本研究通过分析63项相关实证研究，聚焦于全纳环境中有特殊需求学生社会参与的研究特征、主题、特点及影响因素。结果显示，对有特殊需求学生社会参与的研究集中在中小学，研究方法包括社会测量技术、量表测量和观察。有特殊需求学生的社会参与包括四个主题：联合活动、社会行为、同伴关系和社会自我认知。有特殊需求学生的社会参与表现出倾向于开放场所和结构化活动、行为模式多样、社会参与结果不佳、同伴关系消极以及社会自我认知存在差异的趋势。这些学生的社会参与受到个人、同伴、教师和支持等因素的影响。
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