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‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people
Autism & Developmental Language Impairments Pub Date : 2018-01-01 , DOI: 10.1177/2396941518804407
Craig Goodall 1
Affiliation  

Background and aim More autistic young people are being educated in mainstream schools. While existing research suggests that the outcomes of mainstream inclusion are mixed for autistic young people, few studies have examined their views and experiences directly. This article discusses the educational experiences of 12 autistic young people (aged 11–17 years) from their perspectives and how education could be improved to better support the others with autism. Methods A flexible qualitative participatory approach was used which incorporated a range of methods, including individual semi-structured interviews, diamond ranking activities and draw-and-tell activities. A Children’s Research Advisory Group (CRAG) advised on the methods used and matters to be explored. Results The young people offered insights into how education has been for them in mainstream school, mostly negative, but with islets of positive experience. Several described themselves as being socially, emotionally and physically isolated from peers, with loneliness and bullying experienced by some. Participants felt unsupported and misunderstood by teachers within a social and sensory environment that was antithetical to their needs. Some spoke of the dread they felt before and during school and the negative impact their experiences in mainstream has had on their wellbeing. Many participants suggested simple strategies and curriculum adaptations that they felt would have helped make their time at mainstream more successful. These include having more breaks, smaller class sizes, less homework, instructions broken down, safe places to use when anxious and teachers who listen to their concerns and take account of their needs. In short they want to be understood, supported and included. Conclusions There exists scope to better support autistic young people in mainstream education, as evidenced by the literature and the participants in this paper. The participants demonstrate that mainstream is not working for all and that changes, such as smaller class sizes, flexible pedagogy and understanding could improve education for autistic learners. Implications Autistic young people can and should be central to the discussion on school improvement. They also show that being academically able for mainstream school should not be the only aspect when deciding on the suitability of mainstream school for meeting their needs. The young person’s social and emotional wellbeing must be considered to ensure they can flourish, and not flounder.

中文翻译:

“我感到封闭,就像无法呼吸”:一项定性研究,探索自闭症青少年的主流教育经历

背景和目标主流学校正在对更多自闭症的年轻人进行教育。尽管现有研究表明,自闭症年轻人对主流包容性的看法参差不齐,但很少有研究直接考察他们的观点和经验。本文从他们的角度讨论了12位自闭症青年(11至17岁)的教育经历,以及如何改善教育以更好地支持其他自闭症患者。方法采用灵活的定性参与式方法,该方法结合了多种方法,包括个人半结构化访谈,钻石排名活动和抽签活动。儿童研究咨询小组(CRAG)就使用的方法和要探索的问题提供了建议。结果年轻人对主流学校的教育方式提供了见解,其中大多数是消极的,但有积极的经历。一些人描述自己与同龄人在社交,情感和身体上都是孤立的,有些人感到孤独和欺凌。在与他们的需求相反的社交和感官环境中,参与者感到老师的支持和误解。一些人谈到了他们在上学前和上学时所感到的恐惧,以及他们在主流生活中的经历对他们的幸福带来的负面影响。许多参与者提出了简单的策略和课程改编,他们认为这将有助于使他们在主流时代的生活更加成功。其中包括更多的休息时间,较小的班级规模,更少的作业,分解的说明,焦虑时可以使用的安全场所,并且老师可以倾听他们的疑虑并考虑到他们的需求。简而言之,他们希望得到理解,支持和包括。结论正如文献和本文的参与者所证明的,在主流教育中存在更好地支持自闭症青少年的空间。参加者表明,主流并非对所有人都起作用,而较小的班级规模,灵活的教学法和理解等变化可以改善对自闭症学习者的教育。启示自闭症的年轻人可以而且应该是关于学校改善的讨论的中心。他们还表明,在决定主流学校是否满足其需求时,在学术上能够进入主流学校并不是唯一的方面。
更新日期:2018-01-01
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