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Social participation of students with autism spectrum disorder in general education settings
Learning, Culture and Social Interaction ( IF 1.913 ) Pub Date : 2021-03-01 , DOI: 10.1016/j.lcsi.2020.100467
Christoforos Mamas , Alan J. Daly , Shana R. Cohen , Gabrielle Jones

Abstract This article presents a systematic review of the recent literature from 2005 onwards on the social participation of students with Autism Spectrum Disorder (ASD) in inclusive elementary and secondary schools. These students may experience particular challenges in social interaction and communication within mainstream settings, due to the specific characteristics associated with ASD. In the context of this review, social participation has been defined as a multidimensional concept including four key aspects: (1) friendships/relationships, (2) contacts/interactions, (3) ASD students' social self-perception, and (4) acceptance by classmates. This multidimensional framework has been adopted to examine how the inclusion of students with ASD in general K-12 settings shapes their social participation status. We reviewed 24 studies in relation to the four key aspects of social participation for the students with ASD. Overall, the results are mixed. On the whole, students with ASD have been found to maintain a lower social participation status within their schools, but some encouraging findings have also been reported, especially at the elementary school level. In the secondary school level, students with ASD were found to face more challenges in regards to peer social participation and interactions. Implications for special and inclusive practice and research are being discussed.

中文翻译:

自闭症谱系障碍学生在普通教育环境中的社会参与

摘要 本文系统回顾了 2005 年以来有关自闭症谱系障碍 (ASD) 学生在包容性中小学的社会参与的最新文献。由于与 ASD 相关的特定特征,这些学生可能会在主流环境中的社交互动和交流中遇到特殊挑战。在本综述的背景下,社会参与被定义为一个多维概念,包括四个关键方面:(1) 友谊/关系,(2) 接触/互动,(3) ASD 学生的社会自我认知,以及 (4)同学们的认可。该多维框架已被用于研究将 ASD 学生纳入一般 K-12 环境如何影响他们的社会参与状态。我们回顾了与 ASD 学生社会参与的四个关键方面相关的 24 项研究。总的来说,结果喜忧参半。总体而言,已发现 ASD 学生在其学校内的社会参与度较低,但也有一些令人鼓舞的发现,尤其是在小学阶段。在中学阶段,发现 ASD 学生在同伴社会参与和互动方面面临更多挑战。正在讨论对特殊和包容性实践和研究的影响。但也报告了一些令人鼓舞的发现,特别是在小学阶段。在中学阶段,发现 ASD 学生在同伴社会参与和互动方面面临更多挑战。正在讨论对特殊和包容性实践和研究的影响。但也报告了一些令人鼓舞的发现,特别是在小学阶段。在中学阶段,发现 ASD 学生在同伴社会参与和互动方面面临更多挑战。正在讨论对特殊和包容性实践和研究的影响。
更新日期:2021-03-01
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