包容性缺失的部分:解决自闭症儿童避开学校的问题
Ane Dorthe Berg1,2, Kristine Sørløk1,3, Ann-Kathrin Bretfeld-Wolf4
1Faculty of Social and Educational Sciences, Department of Education and Lifelong Learning, Norwegian University of Science and Technology, Trondheim, Norway.
Frontiers in psychology
|March 5, 2026
概括
自闭症谱系障碍 (ASD) 显著导致由于社会,沟通和行为挑战而避免上学. 针对感官需求和促进结构化环境的定制干预措施对于学生的参与和福祉至关重要.
科学领域:
- 神经发育障碍 神经发育障碍
- 教育心理学教育心理学
背景情况:
- 自闭症谱系障碍 (ASD) 在社会互动,沟通和行为方面提出了核心挑战,影响了教育参与.
- 被缺勤和痛苦所标志的避开学校是ASD学生的一个关键问题.
- 了解ASD的特征是解决避开学校问题的关键.
研究的目的:
- 检查自闭症谱系障碍和避开学校之间的复杂关系.
- 确定理论和实践的挑战,有助于避免ASD学生的学校.
- 区分避开学校和学,以告知有针对性的干预措施.
主要方法:
- 文献综述探讨了ASD的历史背景和诊断分类.
- 分析ASD核心特征及其对学校参与度的影响.
- 检查用于支持ASD学生的实际策略.
主要成果:
- 自闭症的核心特征在很大程度上有助于避免上学.
- 感官敏感性,情绪困扰和对结构的需求是关键因素.
- 区分避开学校和缺课对于有效的支持至关重要.
结论:
- 针对感官,情感和环境需求的量身定制干预措施对于患有自闭症的学生来说是必不可少的,因为他们经历了避开学校的情况.
- 策略包括促进包容性,强大的教师与学生关系以及学校与家庭的合作.
- 创建支持性的,结构化的教育环境可以提高参与度,并减少ASD学生的压力.
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