高级搜索

留言板

尊敬的读者、作者、审稿人, 关于本刊的投稿、审稿、编辑和出版的任何问题, 您可以本页添加留言。我们将尽快给您答复。谢谢您的支持!

国际残疾人高等教育研究的热点主题和前沿演进——基于SSCI和SCI期刊文献的计量学与可视化分析

, 

上一篇

下一篇

汪甜甜, 李欢. 国际残疾人高等教育研究的热点主题和前沿演进——基于SSCI和SCI期刊文献的计量学与可视化分析[J]. 教师教育学报, 2018, 5(5): 99-110. doi: 10.13718/j.cnki.jsjy.2018.05.014
引用本文: 汪甜甜, 李欢. 国际残疾人高等教育研究的热点主题和前沿演进——基于SSCI和SCI期刊文献的计量学与可视化分析[J]. 教师教育学报, 2018, 5(5): 99-110. doi: 10.13718/j.cnki.jsjy.2018.05.014
shu
WANG Tiantian, LI Huan. Hot Topics and Frontier of International Higher Education for Individuals with Disabilities——Based on a Bibliometric and Visualization Analysis of Literature from the SSCI-Journals and SCI-Journals[J]. Journal of Teacher Education, 2018, 5(5): 99-110. doi: 10.13718/j.cnki.jsjy.2018.05.014
Citation: WANG Tiantian, LI Huan. Hot Topics and Frontier of International Higher Education for Individuals with Disabilities——Based on a Bibliometric and Visualization Analysis of Literature from the SSCI-Journals and SCI-Journals[J]. Journal of Teacher Education, 2018, 5(5): 99-110. doi: 10.13718/j.cnki.jsjy.2018.05.014
shu

国际残疾人高等教育研究的热点主题和前沿演进——基于SSCI和SCI期刊文献的计量学与可视化分析

  • 西南大学 教育学部, 重庆 400715

Hot Topics and Frontier of International Higher Education for Individuals with Disabilities——Based on a Bibliometric and Visualization Analysis of Literature from the SSCI-Journals and SCI-Journals

  • Faculty of Education, Southwest University, Chongqing 400715, China

  • 摘要: 分析国际残疾人高等教育领域的热点主题和前沿演进，对我国残疾人高等教育理论和实践的发展具有重要意义。采用科学计量软件CiteSpace绘制出2007至2017年间SSCI和SCI期刊中残疾人高等教育文献的关键词和文献共被引网络图谱，并进行可视化分析。研究结果显示：国际残疾人高等教育研究领域的热点主题为学习障碍、认知加工、体育教育、融合教育和心理健康；研究前沿可分为早期研究前沿（高校无障碍、残障大学生的家庭和在校表现）、中期研究前沿（残障大学生的评估、遭遇困难、高等教育体验、自闭症及其他发育障碍大学生等）以及最新研究前沿（残障大学生的压力、心理健康和阅读障碍大学生）。国际残疾人高等教育研究已呈现出鲜明的特点。我国的残疾人高等教育研究应结合当前实际，进一步深化高等融合教育研究，重视自闭症学生的高等教育，加大对高校中学习障碍、阅读障碍大学生的关注度，重视高等教育体验，加强残障学生的心理健康与体育教育研究。
    Abstract: A visual analysis of hot topics and frontiers of the researches of international higher education for individuals with disabilities is of great significance to the development of the theory and practice of higher special education in China. By using visualization software Citespace, this paper conducted a visualization analysis and drew a keyword map and a literature co-citation network map based on the articles from SSCI-Journals and SCI-Journals. According to the results, the hot topics of the international higher education for individuals with disabilities include learning disability, cognitive processing, physical education, inclusive education and mental health. The early research frontiers (2007-2010) were about accessibility, family and performance researches. Assessment, barriers, experience, Autism, etc were the mid-term research frontiers (2010-2015). The emerging research frontiers include stress, mental health and reading disability. In conclusion, some suggestions were put forward in consideration of the development of higher education for individuals with disabilities in China.
  • 加载中
  • [1] 教育部等七部门关于印发《第二期特殊教育提升计划(2017-2020年)》的通知[EB/OL].(2017-7-28)[2018-1-24].http://www.gov.cn/xinwen/2017-07/28/content_5214071.htm.
    [2] 朴永馨.残疾人高等特殊教育的产生和发展[J].中国听力语言康复科学杂志,2004(3):4-6.
    [3] 方俊明.特殊教育学[M].北京:人民教育出版社,2005:7-9.
    [4] U.S.Department of Education.Characteristics and outcomes of undergraduates with disabilities[EB/OL].(2011-12-3)[2018-1-24].https://nces.ed.gov/pubs2018/2018432.pdf.
    [5] Department of Education Website,ED.gov.(2016).Special education and rehabilitative services[EB/OL].(2016-6-18)[2018-1-26].https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html.
    [6] 台湾2017学年度大专院校各县市特教类别学生数统计(身心障碍)[EB/OL].(2017-10-20)[2018-1-26].https://www.set.edu.tw/Stastic_WEB/sta2/frame_print.asp?filename=stuF_city_spckind/stuF_city_spckind.
    [7] 中华人民共和国国务院新闻办公室.新中国成立60年来教育事业发展成就发布会[EB/OL].(2009-9-11)[2018-1-26].http://www.scio.gov.cn/xwbfbh/wqfbh/2009/0911/.
    [8] 中华人民共和国教育部.2016年全国教育事业统计公报[EB/OL].(2017-7-10)[2018-1-26].http://www.moe.gov.cn/jyb_sjzl/sjzl_fztjgb/201707/t20170710_309042.html.
    [9] 李学会,傅志军.从隔离走向融合?——我国视力障碍者高等教育的历史、特点及政策变迁[J].社会工作,2015(6):35-46,126.
    [10] Council for Exceptional Children.Amendments to the individuals with disabilities education act[EB/OL].(2004-12-3)[2018-1-26].https://www.cec.sped.org/Search?q=IDEA.
    [11] 侯剑华.工商管理学科演进与研究前沿和热点的可视化分析[D].大连:大连理工大学博士学位论文,2009.
    [12] 赵蓉英,许丽敏.文献计量学发展演进与研究前沿的知识图谱探析[J].中国图书馆学报,2010(5):60-68.
    [13] SHOWERS A H,KINSMAN J W. Factors that contribute to college success for students with learning disabilities[J].Learning Disability Quarterly,2017,40(2):81-90.
    [14] VOGEL G,FRESKO B,WERTHERM C. Peer tutoring for college students with learning disabilities:perceptions of tutors and tutees[J].Journal of learning disabilities,2007,40(6):485-493.
    [15] BERGEY B W,DEACON S H,PARRILA R K. Metacognitive reading and study strategies and academic achievement of university students with reading difficulties[J].Journal of learning disabilities,2017,50(1):81-94.
    [16] GETZEL E E. Addressing the persistence and retention of students with disabilities in high education[J].Exceptionality,2008,16(4):207-219.
    [17] MAROM H W,WEINTRAUB N. The effect of a touching-typing program on keyboarding skills of higher education students with or without learning disabilities[J].Research in developmental disabilities,2015,9(14):208-217.
    [18] FULLARTON S,DUQUETTE C. Experience of students with learning disabilities in Ontario universities:a case study[J].International Journal of Special Education,2016,31(1):55-56.
    [19] DOIKOU-AVILIDOU M. The educational, social and emotional experiences of students with dyslexia:the perspective of postsecondary education students[J].International Journal of Special Education,2015,30(1):132-145.
    [20] HIGBEE J,KATZ R E,SCHULTZ J L. Disability in higher education:redefining mainstreaming[J].Journal of Diversity Management,2010,5(2):7-16.
    [21] BRAGA L,TRACY J,TALIAFERRO AR. Physical activity programs in higher education:modifying NET/WALL games to include individuals with disabilities[J].Journal of Physical Education,2015,86(1):16-22.
    [22] PETRIE H,POWER C,SWALLOW D. Students with disabilities in higher education:challenges and tactile solutions[J].Art Libraries Journal,2009,34(2):35-40.
    [23] QI J,HA A S. Inclusion in physical education:A review of literature[J].International Journal of Disability, Development and Education,2012(59):257-281.
    [24] PROCTORB. Relationships between Cattell-Horn-Carroll(CHC)cognitive abilities and math achievement within a sample of college students with learning disabilities[J].Journal of Learning Disability,2012,45(3):278-287.
    [25] HEN M,GOROSHIT M. Academic procrastination, academic self-efficacy, and GPA:a comparison between students with and without learning disabilities[J].Journal of Learning Disabilities,2014,47(2):116-124.
    [26] HUA Y J,THERRIEN W J,et al. Effects of combined repeated reading and question generation intervention on young adults with cognitive disabilities[J].Education and training in Autism and developmental disabilities,2012,47(1):72-83.
    [27] RUMRILL P,ELIAS E,et al. Promoting cognitive support technology use and employment success among postsecondary students with traumatic brain injuries[J].Journal of vocational rehabilitation,2016,45(1):53-61.
    [28] HONG B S S. Qualitative analysis of the barriers college students with disabilities experiences in higher education[J]. Journal of College Student Development,2015,56(3):209-226.
    [29] GILL LA. Bridging the transition gap from high school to college:preparing students with disabilities for a successful postsecondary experience[J]. Teaching Exceptional Children,2007,40(2):12-15.
    [30] LOURENS H,SWARTZ L. Experiences of visually impaired students in higher education:bodily perspectives on inclusive education[J].Disability Society,2016,31(2):240-251.
    [31] MORINA A,LOPEZ-GAVIRA R. What if we could imagine an ideal university? Narratives by students with disabilities[J].International Journal of Disability Development and Education,2017,64(4):353-367.
    [32] ANABEL M,CORTES-VEGA M D,Victor M M. What if we could image the ideal faculty? Proposal for improvement by university students with disabilities[J].Teaching And Teacher Education,2015(52):91-98.
    [33] CAMACHO B M,LOPEZ-GAVIRA R,DIEZ A M. The ideal university classroom:stories by students with disabilities[J].International Journal of Educational Research,2017(85):148-156.
    [34] GRIFFIN M M,SUMMER A H, et al. Attitudes towards including students with intellectual disabilities at college[J].Journal of Policy and Practice in Intellectual Disabilities,2012,9(4):234-239.
    [35] ZHANG D. University faculty knowledge, beliefs and practices in providing reasonable accommodations to students with disabilities[J]. Remedial and Special Education,2010,31(4):276-286.
    [36] MORINA MA. Inclusive education in higher education:challenges and opportunities[J].European Journal of Special Needs Education,2017,32(1):3-17.
    [37] CODUTI W A,HAYES J A,et al. Mental health and professional help-seeking among college student with disabilities[J].Rehabilitation Psychology,2016,61(3):288-296.
    [38] MORINA A. Inclusive education in higher education:challenges and opportunities[J].European Journal of Special Needs Education,2017,32(1):3-17.
    [39] DE CESAREI A. Psychological factors that foster or deter the disclosure of disability by university students[J].Psychological Reports,2015,116(3):665-673.
    [40] LYNCH R T,GUSSEL L. Disclosure and self-advocacy regarding disability-related needs:strategies to maximize integration in postsecondary education[J].Journal of Counseling and Development,2016,74(4):352-357.
    [41] 秦晓楠,卢小丽,武春友.国内生态安全研究知识图谱——基于CiteSpace的计量分析[J].生态学报,2014,34(13):3693-3703.
    [42] 李杰,陈超美.CiteSpace:科技文本挖掘及可视化[M].北京:首都经济贸易大学出版社,2016:75-78.
    [43] Council for Exceptional Children.Amendments to the individuals with disabilities education act[EB/OL].(2004-12-3)[2018-1-28].https://www.cec.sped.org/Search?q=IDEA.
    [44] Dong S,LUCAS M S. An analysis of disability, academic performance, and seeking support in one university setting[J].Career Development for Exceptional Individuals,2016,39(1):1-10.
    [45] CANARENA P M,SARIGIANI P A. Postsecondary educational aspirations of high-functioning adolescents with ASD and their parents[J].Focus on Autism and Other Developmental Disabilities,2009,24(2):115-128.
    [46] HAZEL D. Deconstructing barriers:perceptions of students labeled with learning disabilities in higher education[J].Journal of Learning Disabilities,2008,41(6):483-497.
    [47] Centers for Disease Control and Prevention(USA). One in 68 American children living with autism[EB/OL].(2014-3-27)[2018-2-12].http://www.autismspeaks.org/news/news-item/prevalence-autism-rises,.
    [48] PAPAY C Postsecondary education for transition-age students with intellectual and other developmental disabilities:a national survey[J].Education and Training in Autism and Developmental Disabilities,2011,46(1):78-93.
    [49] ELIZABETH E G,COLLEEN A T. Experiences of college students with disabilities and the importance of self-determination in higher education settings[J].Career Development for Exceptional Individuals,2008,31(2):77-84.
    [50] 潘黎,侯剑华.国际高等教育研究的热点主题和研究前沿——基于8种SSCI高等教育学期刊2000-2011年文献共被引网络图谱的分析[J].教育研究,2012(6):136-143.
    [51] MAMISEISHVILI K,KOCH C L. First-to-second-year persistence of students with disabilities in postsecondary institutions in the United States[J].Rehabilitation Counseling Bulletin,2011,54(2):93-105.
    [52] TILLY M, CROZIER W R. Dyslexia and difficulties with study skills in higher education[J].Studies in Higher Education,2008,31(2):235-251.
    [53] 黄志成.全纳教育——关注所有学生的学习和参与[M].上海:上海教育出版社,2004:11-13.
    [54] 王志强,申仁洪.残疾人高等教育随班就读初探[J].中国特殊教育,2008(5):33-37.
    [55] 《中国自闭症教育康复行业发展状况报告Ⅱ》蓝皮书发布[EB/OL].(2016-12-17)[2018-1-28].http://www.sohu.com/a/121865793_529160.
    [56] SUSAN W W,REBECCA E,et al. Development of a college transition and support program for students with autism spectrum disorder[J].Journal of Autism and Developmental Disorders,2017(1):1-7.
    [57] 熊絮茸,孙玉梅.自闭症儿童融合教育现状调查、困境分析及家庭参与的探索[J].内蒙古师范大学学报,2014,27(4):54-58.
    [58] 马斯佳.自闭症儿童随班就读存在的问题及对策[J].现代特殊教育,2016(2):34-38.
    [59] 中华人民共和国教育部.2016年全国教育事业发展统计公报[EB/OL].(2017-7-10)[2018-1-26].http://www.moe.edu.cn/jyb_sjzl/sjzl_fztjgb/201707/t20170710_309042.html.
    [60] JASON E.适于脑的教学[M]. 董奇,编译.北京:中国轻工业出版社,2005:1-3.
  • 加载中
计量
  • 文章访问数:  947
  • HTML全文浏览数:  678
  • PDF下载数:  112
  • 施引文献:  0
出版历程
  • 收稿日期:  2018-06-20

国际残疾人高等教育研究的热点主题和前沿演进——基于SSCI和SCI期刊文献的计量学与可视化分析

  • 西南大学 教育学部, 重庆 400715
  • 收稿日期:  2018-06-20

摘要: 分析国际残疾人高等教育领域的热点主题和前沿演进，对我国残疾人高等教育理论和实践的发展具有重要意义。采用科学计量软件CiteSpace绘制出2007至2017年间SSCI和SCI期刊中残疾人高等教育文献的关键词和文献共被引网络图谱，并进行可视化分析。研究结果显示：国际残疾人高等教育研究领域的热点主题为学习障碍、认知加工、体育教育、融合教育和心理健康；研究前沿可分为早期研究前沿（高校无障碍、残障大学生的家庭和在校表现）、中期研究前沿（残障大学生的评估、遭遇困难、高等教育体验、自闭症及其他发育障碍大学生等）以及最新研究前沿（残障大学生的压力、心理健康和阅读障碍大学生）。国际残疾人高等教育研究已呈现出鲜明的特点。我国的残疾人高等教育研究应结合当前实际，进一步深化高等融合教育研究，重视自闭症学生的高等教育，加大对高校中学习障碍、阅读障碍大学生的关注度，重视高等教育体验，加强残障学生的心理健康与体育教育研究。

English Abstract

    全文HTML

参考文献 (60)

目录

网站版权所有 © 《教师教育学报》编辑部

地址：重庆市北碚区西南大学期刊社 电话：023-68254478, 68253439 电子邮箱：jsjyxb2@swu.edu.cn

本系统由北京仁和汇智信息技术有限公司开发

/

返回文章
返回