这项研究检查了教师的行为,学生的学术参与,以及包括智障儿童在内的主流课堂的课堂生态,并研究了有和没有智力障碍的学生在学术参与方面的差异。采用混合方法研究方法。研究表明,智障儿童在以下情况下表现出很高的参与度:教室布局采用分组,课堂组织结合了小组和独立学习,学习任务包括大声朗读,复制,观看视频,做作业,教师关注所有学生或智障儿童,并在上课时间在教室里走来走去。英语是智障儿童中参与最积极的学科,其次是音乐,艺术,科学,中文,体育,社会研究,和数学。最后,有和没有智力残疾的儿童的学术参与大多是被动的。我们讨论了与智障儿童的学术参与有关的因素,并为提高他们的自我管理能力和课堂组织提供了建议。
This study examined teacher behaviours, students\' academic engagement, and classroom ecology in mainstream classrooms including children with intellectual disabilities, and examined the differences in academic engagement for students with and without intellectual disabilities. A mixed-method research methodology was employed. The study demonstrated that children with intellectual disabilities exhibited high level of engagement in the following situations: the classroom layout used grouping, the classroom organisation combined groups and independent learning, the learning tasks included reading aloud, copying, watching videos, and doing homework, and teachers paid attention to all students or to children with intellectual disabilities individually and walked around the classroom during lesson time. English was the discipline with most active engagement among children with intellectual disabilities, followed by music, art, science, Chinese, sports, social studies, and mathematics. Finally, academic engagement of children with and without intellectual disabilities was mostly passive. We discuss the factors related to academic engagement of children with intellectual disabilities and provide suggestions for improving their self-management skills and classroom organisation.