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  • 标题:Content Analysis of People with Disabilities in Chinese-Language Elementary School Textbooks Tsuey
  • 本地全文:下载
  • 作者:Ling Lee
  • 期刊名称:Journal of Textbook Research
  • 印刷版ISSN:1999-8856
  • 电子版ISSN:1999-8864
  • 出版年度:2011
  • 卷号:4
  • 期号:1
  • 出版社:National Institute for Compilation and Translation
  • 摘要:Textbooks are able to shape the attitude of students. The descriptions of people with disabilities in textbooks would influence students’ attitude to people with disabilities. The purpose of this study was to analyze people with disabilities described in Chinese-language elementary school textbooks, including the prevalence of categories of disabilities, the development of their character, significant others and inclusive education. The results of study include: (1) People with disabilities are significantly underrepresented in Chinese-language elementary school textbooks. The most prevalent disabilities found in textbooks focused on physical disabilities in nature. Four categories of disabilities neglected in textbooks including hearing impairment, autism, emotional disabilities, and developmental retardation. (2) Textbooks tended to emphasize the character development of well-known people with disabilities. (3) Significant others for people with disabilities including parents, teachers, and their peers. (4) Only two compositions regarding to inclusive education in textbooks. The themes focused on the participation of physically and mentally disabled students in class activities and experiencing disabilities.
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