集中自闭症的观点:目标的社会接受度,学习背景,以及幼儿自闭症儿童的程序
Kate T Chazin1,2, Jennifer R Ledford3, Jane M Wilson-Moses3
1Department of Special Education, Vanderbilt University, Nashville, TN, USA. kate.chazin@vumc.org.
Journal of autism and developmental disorders
|February 17, 2024
概括
自闭症成年人更喜欢促进自决的教育目标,并拒绝掩饰. 他们强调个人需求和孩子.
科学领域:
- 自闭症研究的研究.
- 教育心理学教育心理学
- 发育障碍是一种发展障碍.
背景情况:
- 在教育决策中集中自闭症观点对于自闭症儿童至关重要.
- 有限的研究直接评估了自闭症成年人对幼儿教育实践的看法.
- 需要了解不同利益相关者的观点 (自闭症成年人,护理人员,从业人员).
研究的目的:
- 从自闭症成年人的角度评估幼儿教育目标,背景和程序的社会可接受性.
- 将自闭症成年人的观点与护理人员和幼儿从业人员的观点进行比较.
- 识别有关教育实践的利益相关者群体之间的差异和共同点.
主要方法:
- 使用在线问卷进行了一项描述性调查研究.
- 660人参与了调查,其中包括226名自闭症成年人,护理人员和幼儿从业人员.
- 数据分析涉及利克特尺度/排名项目的描述性统计数据和开放式响应的定性编码.
主要成果:
- 报告说,促进自决的目标具有很高的可接受性;促进掩盖的目标具有较低的社会有效性.
- 前例干预是高度可接受的,而一些灭绝程序具有较低的社会有效性.
- 学习环境取决于环境,并根据个人需求而有所不同;儿童是主要的利益相关者.
结论:
- 教育实践应尊重自闭症的文化和特征,优先考虑自决.
- 选择程序必须考虑儿童的社会,情感和心理需求.
- 个性化的目标,背景和程序,由孩子的观点来告知,是必不可少的.
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