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Teacher ratings of academic skills and academic enablers of children on the autism spectrum
International Journal of Inclusive Education ( IF 2.863 ) Pub Date : 2021-02-03 , DOI: 10.1080/13603116.2021.1881626
Deb Keen 1, 2, 3 , Dawn Adams 1, 2, 3 , Kate Simpson 1, 2, 3
Affiliation  

ABSTRACT

Academic underachievement, as measured on standardised assessments, is commonly reported among students on the autism spectrum. However, little is known about the factors that predict academic (under)achievement, limiting the development of effective and targeted interventions. This study explored teacher ratings of academic skills and enabling behaviours of a community sample of students on the autism spectrum in Grades K-2 (5–8 years, n = 54) and 6–8 (9–12 years, n = 59) attending inclusive or special education settings. Teachers completed the Academic Competence Evaluation Scale (ACES). Results showed that children on the spectrum were rated by teachers to perform below expected levels in both academic skill areas and academic enabling behaviours. Teacher ratings of academic skills and enablers for students were higher for those in inclusive than those in special education settings. Receptive language emerged as an important predictor of teacher-reported performance alongside child motivation and interpersonal skills. Targeting academic enabling behaviours may help to improve academic achievement and lead to better educational outcomes for these students.



中文翻译:

教师对自闭症谱系儿童的学术技能和学术推动因素的评分

摘要

根据标准化评估衡量,自闭症谱系学生普遍报告学业成绩不佳。然而,人们对预测学业成绩(不佳)的因素知之甚少,这限制了有效和有针对性的干预措施的发展。本研究探讨了教师对 K-2 年级(5-8 岁, n  = 54)和 6-8 年级(9-12 岁,n = 54)自闭症谱系学生社区样本的学术技能和促成行为的评分。 = 59) 参加包容性或特殊教育机构。教师完成了学术能力评估量表(ACES)。结果显示,教师评定该谱系儿童在学术技能领域和学术支持行为方面的表现均低于预期水平。全纳教育中的教师对学生学术技能和促进因素的评分高于特殊教育环境中的教师。接受性语言与儿童动机和人际交往能力一样,成为教师报告的表现的重要预测指标。针对学业促进行为可能有助于提高学业成绩,并为这些学生带来更好的教育成果。

更新日期:2021-02-03
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