"Getting Autism": Educators, Parents, and Autistic Adults and Teens Reflect on the Importance of Teachers Who Understand.

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Connie Anderson, Caroline I Wood, Leah Franklin, Alan Iampieri, Clare Sarsony
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引用次数: 0

Abstract

Purpose: To explore the perspectives of educators, parents, and individuals on the autism spectrum regarding the qualities of teachers best equipped to support autistic students.

Methods: In qualitative interviews parents of autistic adults (n = 35) discussed experiences they and their child faced during the school years, as did young autistic adults (n = 12) and teens (n = 11). Nineteen educators were also interviewed regarding how autistic students and their teachers were faring in public schools as well as what qualities and skills teachers needed to best support these students.

Results: A critical emergent theme was the importance of educators who possess a deep, intuitive understanding of autistic individuals. "Getting autism" involved autism knowledge, obtained through training or experience; an intuitive ability to read, respond to, and appreciate autistic students; and flexibility adapting to these students' needs. Autistic students, parents, and educators alike experienced a stigmatizing judgement and lack of support from unenlightened individuals in the schools. In contrast, there was great appreciation for those who "got autism" and were able to ease the way of autistic students, or support autism-friendly teachers, in whatever grade or situation.

Conclusion: Research investigating how to cultivate, support, and reward autism-affirming teachers is needed. This will likely involve both didactic and experiential autism-focused training as well as recognition of the importance of high emotional intelligence and other qualities of teachers who "get autism." Future research should also explore the effects on these teachers and their students of larger systems, policies, and practices.

"了解自闭症":教育工作者、家长、自闭症成人和青少年反思理解他们的教师的重要性。
目的:探讨教育工作者、家长和自闭症谱系中的个人对最有能力支持自闭症学生的教师素质的看法:在定性访谈中,自闭症成人的父母(35 人)讨论了他们和孩子在校期间的经历,年轻的自闭症成人(12 人)和青少年(11 人)也进行了讨论。此外,还对 19 名教育工作者进行了访谈,了解自闭症学生及其教师在公立学校的表现,以及教师需要具备哪些素质和技能才能为这些学生提供最好的支持:一个重要的新兴主题是,教育工作者必须对自闭症患者有深入、直观的了解。"了解自闭症 "包括通过培训或经验获得的自闭症知识;阅读、回应和欣赏自闭症学生的直觉能力;以及适应这些学生需求的灵活性。自闭症学生、家长和教育工作者都经历过来自学校中不开明人士的污名化评判和缺乏支持。与此相反,那些 "了解自闭症 "并能在任何年级或情况下为自闭症学生提供方便或支持自闭症友好型教师的人却受到了极大的赞赏:结论:需要对如何培养、支持和奖励自闭症教师进行研究。这很可能涉及到以自闭症为重点的说教式和体验式培训,以及认识到高情商和其他 "理解自闭症 "的教师素质的重要性。未来的研究还应探讨更广泛的制度、政策和实践对这些教师及其学生的影响。
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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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