Building Capacity of Informal STEM Learning Providers to Engage Individuals with Autism Spectrum Disorder

自闭症是一种普遍的发育障碍，表现为社会沟通能力受损，行为重复，兴趣模式受限。与患有自闭症谱系障碍（ASD）和特殊需求的个体一起工作的方法通常包括为这些个体创造单独的体验，从而导致与其他个体的隔离。另一方面，包容性项目不仅为这些个体提供了与他们的神经正常同龄人相同的学习机会，而且还提供了与这些同龄人练习适当的社会交流的机会。研究表明，包容性的自由选择学习环境是自闭症患者学习社交技能的理想选择，并允许他们深入关注感兴趣的特定主题。非正式STEM学习（ISL）教育者有愿望，但可能没有足够和及时的知识和技能来吸引和支持这些受众。这个项目团队最近修改并试行了一种严格的、经过验证的培训方法，该方法是为在非正式科学机构工作的教育工作者开发的，适用于与自闭症患者打交道的家长和教师。我们的想法是提高这些教育工作者在自闭症障碍支持技术和策略方面的能力，这样他们就能更好地创造包容的环境，吸引个人。这个第二阶段的项目建立在先前工作的基础上，对模型进行细化和进一步测试，以便在更大的范围内提供培训。该项目旨在加强ISL提供商在主流项目和展览中吸引ASD个人的能力，并促进更具包容性的环境。该项目将创建1)混合专业发展模式，为现有ISL场所的制度变革提供独特途径，以扩大STEM学习的获取和参与；2)对更广泛获取的非正式STEM学习产品的设计和开发采用新的方法和基于证据的理解；3)与ISL教育者和ASD专家合作开发支持ASD的迭代博物馆学习策略的协作实践社区（CoP）模型。该项目是由学习创新研究所、科技研究所和西南自闭症研究与资源中心（SARRC）合作开展的。在下一阶段，团队将扩展到密苏里州、佛罗里达州和俄克拉何马州的另外三个大都市地区。这个项目的首要目标是a)在主流的ISL环境中增加ASD和特殊需求个体的包容性；b)培训员工ASD支持技术和策略，c)最终，支持ASD患者获得参与主流STEM活动所需的技能、信心和动力。需要解决的关键问题包括：1)混合专业学习计划在多大程度上支持非正式科学学习人员在ASD知识、意识、兴趣、技能、态度和行为方面的成果？2): ISL工作人员认为数字化专业发展的哪些特征（如内容信息、同行清单、视频教程、协作体验（即孵化器）、多层次CoP）最有效地提高了他们满足ASD读者需求的能力？3)培训专业学习的数字资源和支持性材料如何使ISL专业人员为ASD患者及其家庭提供高质量的STEM教育体验？自闭症患者的学习成果达到了什么程度？4)该项目在多大程度上创造了支持的制度变革，它超越了ISL员工，为ASD社区创造了一个更受欢迎的博物馆体验？第二阶段以第一阶段的成果为基础，创建有效的在线交付方法，支持现场访问，并建立一个在线资源中心和CoP，大多数（如果不是全部的话）国家ISL组织都可以轻松访问。项目团队将使用社会文化的方法来探索自闭症个体在ISL环境中的学习。该研究旨在衡量STEM学习成果，这已被确定为自闭症患者目前的差距。该项目将通过将这一综合研究体系以重要方式转化为实践来扩大参与范围。该项目将形成一个自我维持的专业发展模式和缔约方会议，以帮助该领域发展基本概念、技能和信心，从而全面扩大自闭症谱系障碍社区的包容性。该综合研究与实践项目由推进非正式STEM学习（AISL）计划资助，该计划支持以下项目：(a)促进研究和实践，考虑非正式STEM学习在STEM公平和归属方面的作用；(b)促进个人和教育在STEM方面的成功；(c)促进公众参与科学发现；(d)培养对STEM职业的兴趣；(e)为有效的非正式STEM学习创造和加强理论和经验基础；(f)改善社区活力；及/或(g)加强科学传播和公众对STEM和STEM过程的参与和理解。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Autism is a pervasive developmental disorder with impaired social communication skills, repetitive behavior, and restrictive patterns of interest. Approaches for working with individuals with autism spectrum disorder (ASD) and special needs often included creating separate experiences these individuals, resulting in isolation from the other individuals. Inclusive programs, on the other hand, not only afford these individuals the same opportunities for learning as their neurotypical peers but also offer opportunities to practice appropriate social communication from these peers. Research demonstrates that inclusive free-choice learning environments are ideal for individuals with ASD to learn social skills and allow for a deep focus on a particular topic of interest. Informal STEM Learning (ISL) educators have the desire but may not have sufficient and timely knowledge and skills to engage and support this audience. This project team recently modified and piloted a rigorous, proven training approach developed for individual parents and teachers who worked with individuals with ASD for educators working in informal science institutions. The idea is to enhance the capacity of these educators in ASD support techniques and strategies, so they are better equipped to create inclusive environments and engage individuals. This Phase 2 project builds on the prior work by refining and further testing the model for delivering training on a broader scale. The project seeks to strengthen ISL providers' ability to engage individuals on the ASD in mainstream projects and exhibits and promote more inclusive environments. The project will create a 1) hybrid Professional Development model that offers a unique pathway for institutional change to broaden access to and engagement in STEM learning in existing ISL venues, 2) new approach to and evidence-based understanding of the design and development of informal STEM learning offerings that are more broadly accessible, and 3) collaborative Community of Practice (CoP) model for developing iterative ASD-supportive museum learning strategies with ISL educators and ASD experts. The project is a collaboration between the Institute for Learning Innovation, the SciTech Institute, and the Southwest Autism Research & Resource Center (SARRC). In this next phase the team will expand to three additional metropolitan regions in Missouri, Florida, and Oklahoma.The overarching goals of this project are to a) increase inclusion of individuals with ASD and special needs in mainstream ISL environments; b) train staff in ASD support techniques and strategies, and c) ultimately, support individuals with ASDs in gaining the skills, confidence, and motivation needed to engage in mainstream STEM activities. Key questions to be addressed include: 1) To what degree does the hybrid professional learning program support the informal science learning staff outcomes as they relate to ASD knowledge, awareness, interest, skills, attitude, and behavior? 2): What features of the digital professional development (e.g., content information, peer checklists, video tutorials, collaborative experiences [i.e., incubators], multi-level CoP) do ISL staff consider most effective for improving their ability to meet the needs of ASD patrons? 3) How do the digital resources and supportive materials for training professional learning enable ISL professionals to provide high-quality STEM education experiences for ASD individuals and their families? To what degree are the learning outcomes for individuals on the autism spectrum achieved? 4) To what degree has the project created supported institutional change, which reaches beyond ISL staff to create a more welcoming museum experience for the ASD community? Phase 2 builds on findings from Phase 1 to create effective online delivery methods with supporting site visits and build an online resource center and CoP that is readily accessible to most, if not all, national ISL organizations. The project team will use a sociocultural approach to explore ASD individuals' learning in ISL environments. The research is designed to measure STEM learning outcomes, which have been identified as a current gap for individuals with ASD. The project will broaden participation by transferring this comprehensive body of research to practice in important ways. The project will result in a self-sustaining model of professional development and a CoP to help the field develop foundational concepts, skills, and confidence for full inclusion of the ASD community, hence broadening inclusion generally.This Integrating Research & Practice project is funded by the Advancing Informal STEM Learning (AISL) program, which supports projects that: (a) contribute to research and practice that considers informal STEM learning's role in equity and belonging in STEM; (b) promote personal and educational success in STEM; (c) advance public engagement in scientific discovery; (d) foster interest in STEM careers; (e) create and enhance the theoretical and empirical foundations for effective informal STEM learning; (f) improve community vibrancy; and/or (g) enhance science communication and the public's engagement in and understanding of STEM and STEM processes.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.