背景：微攻击很简短，通过言语或行为手段表达的普通侮辱。在中国,随着残疾儿童教育保护政策的广泛实施(包括在普通班级学习(LRC)，特殊教育（SSE），和送货上门教育(HDE))，造成严重后果。然而,相关问题尚未讨论。
目的：本研究探讨了残疾儿童在三项教育政策下所经历的微侵害的具体形式。
方法：我们采用了定性现象学方法，并使用了半结构化访谈来收集数据。22名残疾儿童他们的监护人,和来自济南三所义务教育学校的八名教育工作者，中国,包括在这项研究中。
结果：微攻击分为三种类型：微攻击，微伤，和微无效。在LRC中，典型的微攻击包括拒绝的微攻击，额外要求,避免需求,和指控；标签的微侮辱，差别光顾,和过度保护；以及怀疑的微失效。在SSE,典型的微攻击包括拒绝的微攻击，贬低，隐藏,忽视；低智力假设的微观侮辱，忽略,和疏远；以及怀疑的微无效。在HDE中,典型的微攻击包括拒绝隐私和拒绝表达的微攻击；以及幼稚和责备的微侮辱。
结论：残疾儿童在教育政策下经历的微侵害会产生严重的纪律影响。为了消除微攻击，有必要宣传新的残疾人权利范式，让残疾儿童及其家庭参与政治进程，制定以需求为导向的评估标准，规范教育工作者的自由裁量权。
Microaggressions are brief, commonplace indignities expressed through verbal or behavioral means. In
China,
microaggressions have proliferated with the wide implementation of education protection policies for disabled children (including learning in regular classes (LRC), special school education (SSE), and home-delivery education (HDE)), resulting in severe consequences. However, related issues have not been discussed yet.
This study explores concrete forms of
microaggressions that disabled children have experienced under three educational policies.
We took a qualitative phenomenological approach and used semi-structured interviews to collect data. 22 disabled children, their guardians, and eight educators from three compulsory education schools in Jinan,
China, were included in this study.
Microaggressions are categorized into three types: microassaults, microinsults, and microinvalidations. In LRC, typical microaggressions include the microassaults of refusal, extra requirements, avoiding needs, and accusations; the microinsults of labeling, differential patronization, and over-protection; and the microinvalidation of suspicion. In SSE, typical microaggressions include the microassaults of refusal, belittling, hiding, and ignoring; the microinsults of assumptions of low intelligence, ignoring, and distancing; and the microinvalidation of suspicion. In HDE, typical microaggressions include the microassaults of denial of privacy and denial of expression; and the microinsults of infantilization and blame.
The
microaggressions that disabled children experience under educational policies produce serious disciplinary effects. To eliminate microaggressions, it is necessary to publicize the new disability rights paradigm, engage disabled children and their families in participation in the political process, develop demand-oriented assessment criteria, and standardize educators\' discretion.
