The deployment, training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in mainstream secondary schools
The deployment, training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in mainstream secondary schools
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主流中学中为患有自闭症谱系障碍 (ASD) 的学生提供支持的助教的部署、培训和教师关系
DOI：
10.1111/j.1467-8578.2011.00499.x
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发表时间：
2011
影响因子：
1.3
通讯作者：
Symes W
中科院分区：
文献类型：
--
作者：
Symes W
越来越多患有自闭症谱系障碍（ASD）的学生进入主流学校，越来越多的额外工作人员被部署来支持他们。最近的研究强调了与部署和培训以及与班主任的关系有关的问题，对这种支持的有效性提出了质疑。这项研究由曼彻斯特大学的研究助理Wendy Symes和同一所大学的教育学教授Neil Humphrey进行，采访了英格兰西北部四所主流中学的15名助教，以探讨这些问题。分析得出了几个关键结论。大多数助教一次只教一个学生，教各种各样的课。他们的作用主要是帮助学生保持注意力集中和遵守指示。许多助教在开始工作之前没有ASD的经验。接受的培训量各不相同，但所有人都认为关于ASD的通用培训没有帮助。缺乏与教师进行联合规划的时间被认为是一个关键问题。这些研究结果进行了讨论，越来越多的文献对自闭症儿童的包容性教育。
Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.
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