神经多样性:3E方法的后认知主义基础,用于技术自闭症学生的教育包容
Ronnie Videla1,2, May Britt Aros3, Francisco Parada4
1Escuela de Educación Diferencial, Universidad Santo Tomás, La Serena, Chile.
Frontiers in human neuroscience
|February 18, 2025
概括
神经多样性包括个人大脑的差异,以实现包容性教育. 这项研究整合了后认知主义和3E认知,以增强自闭症学生的教育实践,重点关注大脑-身体-环境相互作用.
科学领域:
- 神经科学是一个神经科学.
- 教育心理学教育心理学
- 关于残疾人的研究.
背景情况:
- 神经多样性促进了对个体大脑差异的评价,从教育中的基于缺陷的模式转变.
- 包容性教育旨在培养多样性的文化,响应神经多样性原则.
- 当前的神经多样性框架可以通过结合后认知主义观点来增强.
研究的目的:
- 通过后认知主义的镜头批判性地审查神经多样性和神经中心论点.
- 探索3E认知方法 (体现,执行和环境支架) 对于理解自闭症的潜力.
- 为使用数字技术为自闭症患者提供包容性教育环境的实际指南.
主要方法:
- 神经多样性和后认知主义的理论-批判性分析.
- 探索与自闭症有关的3E认知框架.
- 为包容性教育制定实际指导方针和案例.
主要成果:
- 后认知主义提供了一个有价值的镜头,通过强调大脑-身体-环境连续性来丰富神经多样性.
- 3E认知方法为理解自闭症认知提供了一个整体的框架.
- 数字技术可以被利用,创造包容性的教育环境,支持代理和感官需求.
结论:
- 整合后认知主义和3E认知加强了包容性教育中神经多样性的基础.
- 整体,体现和环境嵌入式的方法对于支持自闭症学生至关重要.
- 使用数字工具的实际应用可以为自闭症患者培养更有效,更包容的学习环境.
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