Special needs education as experienced by an adolescent with Asperger syndrome and related studies concerning relationship with maladaptive and delinquency factors.

对1名阿斯伯格综合症青少年进行访谈，通过问卷调查了解教师、幼儿教师和家长对特殊需要教育的评价和认识，并对高中生进行培训，提高他们对残疾的认识和认识，并对结果进行检验。从访谈中，我们可以清楚地看到，从访谈中的一些评论，包括“被迫进入一个群体框架”和“与教师的态度不符”，可以看出有一些适应不良。问卷调查显示，人们对发育障碍的认识程度非常高。然而，尽管教师们理解特殊教育的必要性，但他们认为特殊教育不如管理重要。对比日本和英国教育工作者对特殊教育的态度可以发现，英国教育工作者对特殊教育需求的认识程度更高，但两国教育工作者都存在特殊教育没有得到适当开展的负面评价。旨在提高对发育性残疾的理解的培训被认为是有效的，因为培训后，学生对残疾和社会参与有了更积极的看法。

An adolescent with Asperger syndrome was interviewed, the evaluation and awareness of special needs education by teachers, preschool teachers and parents were found using a questionnaire, and high school students were given training to increase their understanding and awareness of disabilities and the results were examined. From the interview, it was clear from comments in the interview, including “being forced into a group framework" and “discrepancy" with teachers' attitudes, that there had been some maladaptation. The questionnaire survey showed that there was a very high level of awareness of developmental disabilities. However, although teachers understood the need for special education, they assessed it as being less important than management. Comparison of educators' attitudes to special education in Japan and the UK showed that awareness of the needs of special education was higher in the UK, but in both countries there was the negative assessment that special education was not carried out appropriately. The training aimed at improving understanding of developmental disabilities was judged as effective since, after the training, the students had more positive views on disability and social participation.