A Study On The Stereotypes Of Ordinary Middle And Elementary School Teachers Towards The Disabled

With the deepening of the concept of integrated education,all countries are actively carrying out special education system reforms.The principles and concepts of inclusive education are reflected through the search for suitable educational channels in light of the country's national conditions and the current state of education."Learning in regular class" is a product of our country in the context of integrated education.Its implementation has made more and more disabled students enjoy educational fair opportunities.This entire implementation process is inseparable from the participation of teachers,so teachers play an important role in "Learning in regular class".However,teachers' stereotypes of students with disabilities may become a stumbling block for them to support "students attending classes".They can easily introduce these stereotypes into teaching,hindering them from viewing students with disabilities in an objective and correct manner,and thus affecting students who are enrolled in classes.quality.It can be seen that examining the disabled students' stereotypes of teachers,especially the teachers of ordinary elementary and middle school is possesses great significance for the successful implementation of "Learning in regular class".Based on the related theories and measurement methods for stereotypes of people with disabilities at home and abroad,this study compiled a questionnaire to measure the explicit stereotypes of ordinary primary and secondary school teachers(hereinafter referred to as general school teachers)for people with disabilities.At the same time,the implicit stereotypes IAT test and IRAP test were used to examine the stereotyped stereotypes of teachers in general schools for the disabled,and the IAT test,the IRAP test and the explicit stereotype were used separately.Impression two by two conducted correlation tests to further explore the relevance of general school teachers on the explicit and implicit stereotypes of persons with disabilities,and attempted to analyze the relevant factors affecting stereotypes of persons with disabilities.The study is divided into three parts:The first part,we summarize the related research results of stereotypes at home and abroad for stereotypes of disabled student,so as to gain an in-depth understanding of the status quo,measurement methods,and influencing factors of disabled person stereotypes.And as a theoretical background of this study.The second part,an experimental study was conducted on general school teachers.Including the teacher's explicit stereotyping of students with disabilities,the implicit Stereotype measurement of students with disabilities for general school teachers,and the structural relationship between the explicit and implicit stereotypes of teachers in general schools for disabled students,the study.In the third part,on the basis of the existing research and data analysis results,teachers in Putnam University discussed the status quo of implicit and explicit stereotypes of disabled students,the relationship between implicit and explicit stereotypes,and the influencing factors.The following conclusions can be drawn from the experimental data processing and analysis discussions:(1)Explicit level,general school teachers have a stereotypical impression of students with disabilities,and general school teachers have more positive evaluations of students with disabilities than normal students in terms of life attitude factors,but in terms of factors such as social adaptability and living conditions.The evaluation of students with disabilities is more negative than that of normal students.(2)Implicit,general school teachers generally hold negative stereotypes for students with disabilities,and compare the IAT test with the IRAP test.It is found that the general school teachers show an implicit effect on students with disabilities in the IRAP test.The IAT test is even stronger.That is,the IRAP test shows that,whether in an active stereotype test or a negative stereotype test,general school teachers are more willing to associate disabled students with negative traits;(3)There is no significant correlation between the implicit and explicit stereotypes of students with disabilities in general schools,which indicates that the general school teachers' mental structure of implicit and explicit stereotypes is inconsistent with the disability students.The hypothesis of the implicit theory of implicit and explicit stereotypes;(4)The general source of schooling of the general school teachers,whether they have received special education and the contact channels with disabled students will all affect the stereotyped impression of the students of the school,but it does not affect the implicit stereotype.