包容,自闭症频谱,学生的经验.
1Abilene Christian University, US.
International journal of developmental disabilities
|March 8, 2024
概括
患有自闭症谱系障碍 (ASD) 的学生报告说,在包容性教室中,教师的理解不一致,缺乏社会联系. 他们的观点突出了包容性障碍,并建议对教育环境的实际改进.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 关于残疾人的研究.
背景情况:
- 联邦授权强调为残疾学生提供最少限制的环境.
- 自闭症谱系障碍 (ASD) 的学生的包容实践往往缺乏学生的观点.
- 包容性最佳实践的当地定义可能与学生的经验不一致.
研究的目的:
- 检查包容性教育任务和ASD学生体验之间的差距.
- 了解ASD学生学术和社会包容的障碍.
- 将自闭症的观点纳入定义包容和最佳实践.
主要方法:
- 一项现象学研究涉及6名患有自闭症的美国学生.
- 通过个人采访,文件和文物收集的数据.
- 对转录,编码和分析的数据进行定性分析.
主要成果:
- 学生报告说,老师对自闭症和课堂治疗的理解不一致.
- 参与者经历了社会距离和与同龄人缺乏联系.
- 学生认为,老师和同学普遍缺乏对自闭症的认识和接受.
结论:
- 患有自闭症的学生提供了关于包容性和有害教育实践的实用见解.
- 他们的经历强调了需要在研究中考虑自闭症的观点.
- 未来的研究应该优先考虑了解ASD学生在包容性环境中的生活经验.
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