自闭症学生关于教师自主权支持,结构和参与的第一手经验:视频刺激的回忆 (采访) 研究
Fernanda Esqueda Villegas1, Steffie van der Steen2, Alexander Minnaert2
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
|May 8, 2025
概括
主流学校的自闭症学生重视教师的结构和支持,通过明确的期望找到信心和掌握能力. 可靠的教师和同行互动对于他们的学习体验至关重要.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 自闭症研究 自闭症研究
背景情况:
- 对于儿童和青少年,特别是自闭症患者来说,在研究中分享他们的生活经验的机会有限.
- 自闭症声音在自闭症研究中代表性不足,需要研究以他们的观点为中心.
研究的目的:
- 调查主流中学自闭症学生的课堂经验.
- 探索自闭症学生对教师自主支持,结构,参与和课堂互动的看法.
- 确定影响自闭症学生学习经验的因素.
主要方法:
- 使用视频刺激回忆 (VSR) 采访对13名自闭症学生进行的定性研究.
- 学生们观看了他们课程的录音,分享思想和情感反应.
- 使用演和归纳方法分析数据.
主要成果:
- 自闭症学生对自主支持的反应各不相同,但普遍重视教师为自信和掌握提供的结构.
- 对错误的恐惧,加剧了同行反应,是一个重大的挑战.
- 支持性,易于接近的教师和积极的教师同学互动对于清晰度和进步至关重要.
结论:
- 教师结构,可接近性和积极的同行互动显著影响自闭症学生在主流环境中的学习.
- 视频刺激回忆 (VSR) 方法对于采访自闭症青少年是有效的.
- 研究结果为中学教师提供了实用的见解,以促进自闭症学习者更具包容性的环境.
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