ABSTRACT

This study explored influences, views and practices associated with life skills education for children with autism within schools in two cities in England and in Turkey of similar socio-economic status and size. Data was collected via interviews with staff and observations in mainstream and special schools. Life skills were taught to children with autism in both cities. Schools in both cities taught basic and complex everyday skills, associated with psychosocial abilities, and enhancement of positive behaviour. The teaching of life skills was influenced by cultural and religious views and availability of resources resulting in differing models. In the Turkish Schools development of life skills relied more heavily on situational learning within the community as a bridge to parental engagement, whereas the English schools were more likely to use an adapted experiential model within the school campus with support from parents in transferring skills at home.

摘要

本研究探讨了在英国和土耳其两个城市的社会经济地位和规模相似的学校内，对自闭症儿童进行生活技能教育的影响、观点和实践。数据是通过对主流和特殊学校的工作人员的采访和观察收集的。在这两个城市都向自闭症儿童教授生活技能。两个城市的学校都教授基本和复杂的日常技能，与社会心理能力和增强积极行为相关。生活技能的教学受到文化和宗教观点以及资源可用性的影响，从而产生了不同的模式。在土耳其学校，生活技能的发展更多地依赖于社区内的情景学习，作为与父母参与的桥梁，