Teacher-student interaction in a special school for students with developmental disabilities in Chinese context.
This paper analyzes interactions between teachers and students with developmental disabilities in a special education school in China, which is still the main educational placement for the disabled in China. Video observation data collected from six students in second grade and one teacher, were cod...
| Publicado en: | International Journal of Developmental Disabilities Vol. 68; no. 2; pp. 168 - 182 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Mar2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=155816398&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 155816398 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Mar2022 vid: 68 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 155816398 145598775 155816398 155816398 10.1080/20473869.2020.1729018 155816398 ppf: 168 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Teacher-student interaction in a special school for students with developmental disabilities in Chinese context. aug: au: Fu, Wangqian Liang, Jili Wang, Lihong Xu, Ran Xiao, Fei affil: China Institute of Education and Social Development, Beijing Normal University, Beijing, P. R. China sug: subj: Developmental Disabilities Psychosocial Factors Students with Disabilities Psychosocial Factors Students, Elementary Psychosocial Factors Faculty-Student Relations Evaluation Teachers Schools, Special Human China Education, Special Motivation Faculty Role Feedback Reinforcement (Psychology) Teaching Methods ab: This paper analyzes interactions between teachers and students with developmental disabilities in a special education school in China, which is still the main educational placement for the disabled in China. Video observation data collected from six students in second grade and one teacher, were coded by an improved Flanders Interaction Analysis System (iFIAS). Results indicate that the teacher played the dominant role in the class while her/his instruction was student-oriented, several evidence-based strategies were used to motivate students' engagement, including questioning, timely feedback, reinforcement, game teaching, students' self-determination. Few peer interactions happened due to homogeneous grouping. Besides, the frequency of interaction patterns between teachers and students with developmental disabilities (DD) of different learning ability was similar while the interaction patterns were different. There were more non-academic interactions between the teacher and students with most serious disabilities in the class than others, while there existed more cognitive extension-partial and full interactions between teachers and students with least serious disabilities in the class than others. The results shed light on how teachers interact with students who have DD, and how interactions can be differentially delivered to students with DD of various learning abilities. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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