Reclaiming interventions: Listening to preverbal young people with autism about their experience of evidenced based educational practices

回收干预措施：聆听患有自闭症的前语言年轻人讲述他们基于证据的教育实践的经验

• 批准号: 2885822
• 金额: --
• 依托单位: University of Manchester
• 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-2885822
• 关键词: Reclaiming; interventions; Listening; preverbal; young

My PhD focuses on preverbal young people (YP) with Autism experiences of educational evidenced-based practices (EBPs). Autism is typified as a neurodevelopmental difference affecting individuals' interactions with the world and communication with others (1). Whilst Autism research is well-established, subdomains remain relatively unexplored (2,3) including the experience of preverbal YP with Autism in education. This group forms a huge percentage of the autistic community: an estimated 50%-80% of people with neurological differences have significant or some communication problems (4), 25-30% of these being preverbal autistic YP (5,6), yet their experiences go under-researched. In essence, our understanding of Autism and its impacts on education is void of their views

我的博士学位专注于语言前的年轻人（YP）与教育循证实践（EBP）的自闭症经验。自闭症是一种典型的神经发育差异，影响个人与世界的互动和与他人的沟通（1）。虽然自闭症研究是完善的，子域仍然相对未开发（2，3），包括在教育中的自闭症前语言YP的经验。这一群体构成了自闭症社区的很大一部分：估计50%-80%的神经系统差异的人有明显或一些沟通问题（4），其中25-30%是语言前自闭症YP（5，6），但他们的经历研究不足。从本质上讲，我们对自闭症及其对教育的影响的理解是缺乏他们的观点的