自闭症青少年的教师与学生互动:教师自主支持,结构,参与和学生参与之间的关系
Fernanda Esqueda Villegas1, Steffie van der Steen2, Marijn van Dijk2
1Department of Inclusive and Special Needs Education, Faculty of Behavioural and Social Sciences, University of Groningen, Grote Kruisstraat 2/1, Groningen, 9712 TS, The Netherlands. m.f.esqueda.villegas@rug.nl.
Journal of autism and developmental disorders
|February 13, 2025
概括
荷兰和墨西哥的教师为自闭症学生提供结构和参与,但提供有限的自主支持. 增加自主支持可以提高自闭症学生在课堂上的参与度.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 特殊教育 特殊教育
背景情况:
- 自闭症学生的课堂互动研究不足,特别是在中学教育中.
- 很少有研究使用观察方法来分析自闭症学习者的教师-学生动态.
研究的目的:
- 调查自主支持,结构和参与与自闭症中学学生的教师学生互动.
- 为了比较荷兰和墨西哥的这些动态,各国专注于包容性教育.
主要方法:
- 采用细粒度的观察方法来编码课堂互动.
- 利用状态空间网格来分析自决理论中同时发生的教师和学生行为.
- 在荷兰观察到6个教师-学生二联,在墨西哥观察到7个.
主要成果:
- 两国的教师都提供了重要的结构,通常与学生的参与有关.
- 自闭症学生获得了极少的自主支持,但当它被提供时,他们做出了积极反应.
- 教师的参与导致了学生的积极和消极参与.
结论:
- 两国的教师都错过了为自闭症学生提供自主支持的机会.
- 在这些教育环境中,结构和参与比自治支持更为普遍.
- 加强自主支持对于提高自闭症学生的课堂参与度至关重要.
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