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Social interaction interventions in an inclusive era: Attitudes of teachers in early childhood self-contained and inclusive settings

机译：包容性时代的社会互动干预措施：幼儿自给自足和包容性环境中教师的态度

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摘要

This study investigated the perceptions and attitudes of teachers in early childhood settings toward social interaction interventions appropriate for young children with disabilities. Participants were 137 teachers working in either self-contained classroom settings (SC) or inclusive classroom settings (INC). Variables that might interfere with perceived acceptability, feasibility, and current use of interventions were explored. These included theoretical orientation, attitude toward inclusion, experience working with children with disabilities, and teacher efficacy. Results indicated that SC and INC teachers are strikingly similar in their perceptions of interventions despite literature-based indications that philosophical and theoretical differences between the two groups might influence attitudes. Implications for consultation practices by school psychologists and related professionals are discussed. (C) 2005 Wiley Periodicals, Inc.
机译：这项研究调查了教师在幼儿期对适合于残疾幼儿的社会互动干预措施的看法和态度。参加人员有137位在独立教室（SC）或包容性教室（INC）中工作的老师。研究了可能会影响人们认为可接受性，可行性和当前干预措施的变量。这些包括理论取向，对融合的态度，与残疾儿童合作的经验以及教师的效能。结果表明，尽管基于文献的证据表明两组之间在哲学和理论上的差异可能会影响态度，但SC和INC的教师对干预的看法却极为相似。讨论了学校心理学家和相关专业人士对咨询实践的启示。 （C）2005 Wiley期刊公司

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