"一个好的过渡只是关键":残疾人支持人员在支持自闭症学生过渡到大学的观点和经验
Jade Davies1, Charlotte Bagnall1
1Manchester Institute of Education, University of Manchester, Manchester, United Kingdom.
Autism in adulthood : challenges and management
|May 1, 2025
概括
残疾人支持人员确定在大学过渡期间帮助自闭症学生的障碍,建议提前准备,持续支持和包容性校园文化,以提高学生的成功.
科学领域:
- 高等教育 高等教育
- 神经多样性研究 神经多样性研究
- 学生支持服务 学生支持服务
背景情况:
- 大学过渡给自闭症学生带来了独特的挑战,因为日常生活和环境的变化.
- 在这个关键时期,自闭症学生在获得足够的支持方面面临障碍.
- 支持残疾人的工作人员发挥着至关重要的作用,但他们对过渡支持的看法未得到充分研究.
研究的目的:
- 调查残疾人工作人员为进入大学的自闭症学生提供支持.
- 收集员工的建议,以加强对自闭症学生的大学过渡支持.
主要方法:
- 半结构面试与英国七所大学的11名残疾人支持人员进行.
- 用内容分析和反射主题分析来分析采访数据.
主要成果:
- 工作人员将大学过渡视为跨越多个生活领域的复杂,持续的过程.
- 提供各种学术和非学术支持,但资源限制和依赖自我宣传带来了挑战.
- 主要建议包括全面的准备,持续的支持,改善利益相关者沟通,促进包容性大学文化.
结论:
- 残疾人支持人员是专注的,但在提供最佳的过渡支持方面遇到障碍.
- 实施通用设计原则和加强利益相关者沟通可以提高支持的可访问性和有效性.
- 进一步的研究应该包括自闭症学生的观点,以获得全面的理解.
相关概念视频
01:19Autism Spectrum Disorder
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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
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01:26Modeling in Therapy
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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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01:25Learning Disabilities
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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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