The COVID‐19 pandemic has illuminated preference of children with autism spectrum disorder of near average to above average intelligence (high functioning autism – HFA) for remote learning. While many children with HFA excel at the academic curriculum, the majority struggle with the so‐called hidden curriculum, which includes such things as social rules and societal norms. Explicit teaching of the hidden curriculum is often lacking in mainstream education classes and can be a tremendous stumbling block for children with HFA. The result is often anxiety and depression which can be exacerbated or sometimes even caused by the intense demands for sociability and flexibility required in most mainstream educational settings. Remote learning, while not a legitimate option until now, has provided these children with an opportunity to flourish at home and improve not only their grades but also their mental health. While remote learning or hybrid models may continue to be appropriate for some children, understanding of the hidden curriculum is necessary beyond the school years. Both mental health and academic proficiency will flourish to the degree we are able to make the hidden curriculum more explicit to children with HFA.

中文翻译：

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辩论：高功能自闭症谱系障碍儿童在COVID-19期间的远程学习

COVID-19大流行阐明了偏爱自闭症谱系障碍儿童的偏爱，这些患儿的智力水平接近平均水平至高于平均水平（高功能自闭症– HFA）。尽管许多患有HFA的孩子在学术课程上表现出色，但大多数人都在与所谓的“隐性课程”作斗争，后者包括诸如社会规则和社会规范之类的东西。在主流教育班级中，通常缺少隐性课程的显式教学，这对于HFA儿童可能是巨大的绊脚石。结果往往是焦虑和沮丧，在大多数主流教育环境中，人们对社交和灵活性的强烈要求甚至会加剧甚至有时导致焦虑和沮丧。远程学习虽然到目前为止还不是一个合法的选择，为这些孩子提供了在家中成长的机会，不仅可以改善他们的成绩，还可以改善他们的心理健康。虽然远程学习或混合模型可能继续适合某些孩子，但在学年以后，必须了解隐藏的课程。心理健康和学术能力都将蓬勃发展到我们能够使隐性课程对HFA儿童更加明确的程度。