Educators' Challenges of Including Children with Autism Spectrum Disorder in Mainstream Classrooms
Educators' Challenges of Including Children with Autism Spectrum Disorder in Mainstream Classrooms
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DOI：
10.1080/1034912x.2013.846470
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发表时间：
2013-12-01
影响因子：
1.1
通讯作者：
Scott, Helen
中科院分区：
文献类型：
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作者：
Lindsay, Sally;Proulx, Meghann;Scott, Helen
尽管患有自闭症谱系障碍（ASD）的儿童越来越多地被安排在主流班级中，但很少有人知道教师在将他们纳入课堂时所遇到的挑战。这项定性研究以13名教育工作者为样本，这些教育工作者在加拿大安大略省的两个城市有过教自闭症儿童的经验。通过深入访谈，我们询问了教师在课堂中创造包容性环境方面所面临的挑战。教师们报告了一些挑战，包括：理解和管理行为；社会结构障碍（即学校政策、缺乏培训和资源）；创造一个包容的环境（即缺乏其他老师、学生和家长的理解）。教师们建议需要更多的资源、培训和支持来加强对自闭症儿童的教育和包容。
Although children with autism spectrum disorder (ASD) are increasingly being placed within mainstream classes, little is known about the challenges that teachers encounter with including them as full participants in the class. This qualitative study draws on a purposive sample of 13 educators who have experience teaching children with ASD within two cities in Ontario, Canada. Through in-depth interviews we asked about teachers' challenges regarding creating an inclusive environment within their classroom. Teachers reported several challenges, including: understanding and managing behaviour; socio-structural barriers (i.e., school policy, lack of training and resources); and creating an inclusive environment (i.e., lack of understanding from other teachers, students and parents). Teachers recommend that more resources, training and support are needed to enhance the education and inclusion of children with ASD.