Study On The Relationship Between The Non-barrier Environment Knowledge,Attitudes And The Construction Of Campus Non-barrier Environment For Special School Teachers

Looking at the development of special education in New China,from the beginning of the founding to the mid-eighties of the 20 th century,special education schools have been the main form of special children's educational placement in mainland China.With the development of special education,our country has formed "with a large number of special teaching classes and study with class as the main body,a number of special education schools as the backbone of" special children's educational placement form.For special children,the non-barrier learning and living environment in the campus is the important guarantee for their enjoyment of adaptive education and integration education,so it should strengthen the construction of non-barrier campus environment,both in special education and ordinary schools.In the Special Education promotion plan issued by the State Council(2014-2016),the requirement of "Strengthening the conditions of guarantee,improving the conditions of schooling for special education and strengthening the construction of disability-free facilities for students with learning and living" is clearly proposed.The main purpose of non-barrier campus environment is to remove tags,so that students can learn and grow in a respect,caring and accepting environment.The construction of the non-barrier campus environment becomes more important when more and more students of physical and mental disorders go into schools at all levels and enjoy equal rights to education.At present,the research on the non-barrier environment in our country is mostly on the theoretical level.Scholars focus on the concept,connotation and significance of the non-barrier environment on campus,and the suggestions on the construction of non-barrier environment are only based on some theories and principles,lacking empirical investigation,and the proposed countermeasures are more ideal.There are few empirical research on the campus non-barrier environment based on the architectural theory,but not from the special education perspective.Behavioral change theory believes that knowledge-based,attitude-driven,can promote behavioral change.At the same time,increasing knowledge is the necessary condition to change behavior,but knowledge itself does not necessarily lead to change of behavior directly,attitude reflects behavior tendency,only change attitude can change behavior,and improve final behavior result.Therefore,this research takes the special school teacher as the research object,carries on the investigation to its non-barrier environment knowledge and the attitude,and carries on the field investigation to the campus non-barrier environment construction of the nine Special education schools distributed by the sample teachers.Finally,this paper probes into the intrinsic relationship between the three,provides empirical evidences for further improving the level of non-barrier environmental knowledge and changing attitudes of special school teachers,and provides references and suggestions for the improvement of the non-barrier environment construction of various schools in our country.The results of this study found:(1)The non-barrier environmental attitudes questionnaire of special school teachers,which conforms to the requirements of educational surveying,has good faith validity and can be used as a measuring tool for research.(2)The non-barrier environment knowledge of special school teachers is divided into three dimensions,each dimension score from high to low is the basic concept >planning principle > design consideration.(3)The non-barrier environmental knowledge of special school teachers is different in the variables such as gender,residence,educational background,educational category and non-barrier-related experience.(4)The non-barrier environment attitude of special school teachers is divided into three dimensions,the ranking of each dimension score is: Positive emotion > Other behavioral tendencies > teaching behavior inclination > correct cognition.(5)The non-barrier environmental attitudes of special school teachers differ in the variables such as gender,region,education background,Education category,job title and non-barrier experience.(6)The non-barrier environment in special education schools is low and the standardization of all non-barrier facilities is divided into 2.515 points.The entrance and stairs are slightly better,and the toilet and elevator score are low.Each score from high to low in turn is out of the entrance > Stair > Handrail > Passage > Elevator > toilet.(7)the degree of knowledge mastery of non-barrier environment in special school is positively correlated with the status quo of campus non-barrier environment;The attitude of special school teachers to non-barrier environment is positively correlated with the construction of non-barrier environment in campus.(8)The attitude of the special school teachers to the non-barrier environment plays an intermediary role between the non-barrier knowledge and the non-barrier environment construction of the campus.This study was conducted by investigating the accessibility of the sample schools and the knowledge and attitudes of teachers in environmental barriers,familiar with nine samples of school in the campus non-barrier environment construction of the specific problems and the results of the report to form feedback to nine samples of institutions,but because of the limited personal energy,there is no more schools to carry out on-site investigation and put forward targeted recommendations.Lacking the support of similar research conclusions,the profundity and development of the article are insufficient.Therefore,in the future research direction should consider the establishment of the campus non-barrier environment supervision and management system to demonstrate,and the non-barrier environmental construction measurement tools to further improve,so that it can play a role in the supervision and management system.