Teachers’ Experience of Support in the Mainstream Education of Pupils with Autism
Teachers’ Experience of Support in the Mainstream Education of Pupils with Autism
复制标题
教师支持自闭症小学生主流教育的经验
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
Ann Grieve
中科院分区：
文献类型：
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作者：
Lisa Glashan;G. Mackay;Ann Grieve
本文报告了一项关于苏格兰教育当局对自闭症学生的支持的研究。这些学生参加小学的主流班级，但从外展服务获得额外的支持。本研究旨在从主流教师的角度来理解外展支持的性质。该项目的主要数据是来自五所学校的关键案例样本的面试记录。对数据进行了两个层次的分析。首先，他们被归类为五个主题，涉及教师对支持的看法：言语和语言治疗；家长、特别助理、沟通和现有的通用学习支持团队。其次，这五个主题被重新组合为文本和结构分析，确定了影响教师对自己能力和他人支持的感知的领域。在这些领域中，其他专业人员在帮助自闭症学生方面的经验被高度评价为一种支持来源。
This article reports a study of support for pupils with autism in a Scottish education authority. The pupils attend mainstream classes in primary schools but receive additional support from an outreach service. The study aimed to understand the nature of outreach support from a mainstream teacher’s point of view. The principal data of the project were interview transcripts from a critical-case sample of five schools. The data were subjected to two levels of analysis. First, they were grouped under five themes concerning teachers’ perceptions of support: speech and language therapy; parents, special assistants, communications, and the existing generic learning support team. Second, these five themes were reassembled as a textural and structural analysis which identified areas which influenced teachers’ perception of their own competence and the support of others. Among these areas, other professionals’ experience of working with pupils who are autistic was valued highly as a source of support.