Rethinking how Initial Teacher Education programmes can be better informed about and improve their ASD offer to student teachers form more inclusive,

重新思考初始教师教育项目如何更好地了解并改进其为实习教师提供的 ASD 服务，形成更具包容性、

• 批准号: 2854505
• 金额: --
• 依托单位: Manchester Metropolitan University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2854505
• 关键词: Rethinking; how; Initial; Teacher; Education

The conceptualisation of the autistic experience in education, specifically in Initial Teacher Education (ITE), is not widely considered beyond sessions that focus on inclusive education (Sarrett, 2018). Driven by the Teachers' Standards (DfE, 2021), ITE programmes are largely concerned with the trainee's developing awareness of the needs of all pupils, including those who fall into categories identified as special educational needs or disabilities, of which Autism is one (Smith et al., 2006). The epistemological orientation of teacher training is predominantly constructed around normative, Eurocentric mantras around the 'standard child' (Curran and Runswick-Cole, 2014) emanating from the universality of developmentalism. Barker and Mills (2018) notes the growing psy-trends also infiltrating ITE based on the psychiatrization, medicalization and psychologization of children and childhood, together with the associated processes of identification, assessment and labelling, typically used in schools and by educators. Goodley et al. (2014) describe how the bodies of those who fail to make linear progress via prescribed stages and ages are pathologised. Watson (2022) recognises how such psy-developmentalism produces a sense of 'normal' in the classroom that sanctions comparisons and positions children falling into SEND categories such as Autistic Spectrum Disorder (ASD) as somehow lacking, or too profuse (Bohlmann, 2017). Under such conditions, Autistic pupils are often stripped of their sense of agency and voice, instead rendered objects of curiosity and knowledge, discouraged from self-expression (Scott-Barrett et al. 2022). This study will focus on how ITE programmes can better accommodate education about ASD to transform student teachers' more inclusive, future classroom practice.

除了专注于全纳教育的会议之外，教育中自闭症经验的概念化，特别是在初级教师教育（ITE）中，并没有得到广泛的考虑（Sarrett, 2018）。在教师标准（DfE， 2021年）的推动下，信息技术教育项目主要关注受训者对所有学生需求的发展意识，包括那些被确定为特殊教育需求或残疾的学生，自闭症就是其中之一（Smith等人，2006年）。教师培训的认识论取向主要是围绕“标准儿童”（Curran and Runswick-Cole, 2014）的规范性、以欧洲为中心的咒语构建的，源于发展主义的普遍性。Barker和Mills（2018）指出，基于儿童和童年的精神化、医学化和心理化，以及通常在学校和教育工作者中使用的相关识别、评估和标签过程，越来越多的心理趋势也渗透到信息技术教育中。Goodley等人（2014）描述了那些未能通过规定阶段和年龄取得线性进展的人的身体是如何病态化的。Watson（2022）认识到这种心理发展主义是如何在课堂上产生一种“正常”感的，这种感觉会制裁比较，并将儿童归类为SEND类别，如自闭症谱系障碍（ASD），因为某种程度上缺乏或过于丰富（Bohlmann, 2017）。在这种情况下，自闭症学生往往被剥夺了他们的能动性和发言权，而是成为好奇和知识的对象，不鼓励自我表达（Scott-Barrett et al. 2022）。本研究将重点关注信息技术教育项目如何更好地适应自闭症谱系障碍的教育，从而使学生教师的课堂实践更具包容性。