'Make me normal': The views and experiences of pupils on the autistic spectrum in mainstream secondary schools
'Make me normal': The views and experiences of pupils on the autistic spectrum in mainstream secondary schools
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DOI：
10.1177/1362361307085267
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发表时间：
2008-01-01
期刊：
影响因子：
5.2
通讯作者：
Lewis, Sarah
中科院分区：
文献类型：
--
作者：
Humphrey, Neil;Lewis, Sarah
促进患有阿斯伯格综合症和高功能自闭症(在此称为自闭症)的学生在主流学校的学习和参与是复杂的，人们对此了解甚少。我们报道了一项小规模的定性研究，对来自英格兰西北部四所中学的20名这样的学生的观点和经历进行了研究。数据是通过半结构化访谈和学生日记收集的。解释现象学分析被用来探索患有强迫症的小学生如何理解他们的教育经历。中心主题是参与者如何构建他们对他们的AS对他们意味着什么的理解。这通常表现为对他们不同之处的负面看法，比如“智障”或“大脑不好”。本文还讨论了这种理解与所报告的与同龄人和教师之间的困难、融入的愿望以及其他主题之间的联系。这些调查结果对这一领域的政策和实践的影响也被提出。
Facilitating the learning and participation of pupils with Asperger syndrome and high-functioning autism (herein referred to as AS) in mainstream schools is complex and poorly understood. We report on a small-scale qualitative study of the views and experiences of 20 such pupils drawn from four secondary schools in north-west England. Data were collected through semi-structured interviews and pupil diaries. Interpretive phenomenological analysis was used to explore how pupils with AS make sense of their educational experiences. The central theme was how participants constructed their understanding of what their AS meant to them. This was often characterized by negative perceptions of their differences, such as being 'retarded' or having a 'bad brain'. The links between this understanding and reported difficulties with peers and teachers, the desire to 'fit in', and other themes are discussed. The implications of these findings for policy and practice in this area are also presented.