在南非喂养自闭症儿童:教师的观点

IF 1.3 Q4 HEALTH CARE SCIENCES & SERVICES
Skye N. Adams, Nthabiseng Matsimela
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引用次数: 0

摘要

背景:超过80%被诊断为自闭症谱系障碍(自闭症)的儿童在用餐时间表现出破坏性行为,突出了个性化护理的必要性。在南非,由于资源限制和儿童在学校的时间,教师往往承担喂养的责任。此外,自闭症儿童有独特和个性化的喂养需求,许多教师可能没有必要的培训或技能来充分解决这一问题。目的:探讨自闭症儿童教师处理课堂喂养困难的方法。方法:采用半结构化访谈的定性研究设计。在南非的约翰内斯堡,八位老师接受了关于喂养3 - 9岁的自闭症儿童的采访。使用专题分析对数据进行转录和分析。结果:研究结果表明,教师在课堂上喂养自闭症儿童时遇到了明显的挑战,特别是在管理相关的喂养困难方面。老师们采用了几种策略来鼓励在课堂上吃东西,包括:(1)药丸修改,(2)行为建模,(3)积极强化,(4)提供选择和替代方案。结论:该研究得出结论,需要为教师提供专门的支持和培训,以解决自闭症儿童的个性化喂养需求。实施有针对性的干预措施并为教师提供资源,可以提高他们在用餐时间有效支持自闭症儿童的能力,并促进更具包容性的课堂环境。贡献:本研究强调了在管理自闭症儿童的喂养挑战时,将教师纳入多学科团队的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Feeding children with autism in South Africa: The teachers’ perspectives
Background: Over 80% of children diagnosed with autism spectrum disorders (autism) exhibit disruptive behaviours during mealtimes, highlighting the need for personalised care. In South Africa, teachers often take on the responsibility of feeding due to resource constraints and the time children spend at school. Moreover, children with autism have unique and individualised feeding requirements, which many teachers may not have the necessary training or skills to address adequately.Objectives: To explore the ways in which teachers of autistic children manage feeding difficulties in the classroom.Method: A qualitative research design was employed using semi-structured interviews. Eight teachers were interviewed on feeding autistic children between the ages of 3 years - 9 years in Johannesburg, South Africa. Data were transcribed and analysed using thematic analysis.Results: The findings revealed that teachers encountered distinct challenges when it came to feeding autistic children in the classroom, particularly concerning the management of associated feeding difficulties. Teachers employed several strategies to encourage eating in the classroom setting including: (1) bolus modification, (2) behaviour modelling, (3) positive reinforcement and (4) offering choices and alternatives.Conclusion: The study concludes the need for specialised support and training for teachers to address the individualised feeding needs of children with autism. Implementing targeted interventions and providing resources for teachers could enhance their abilities to effectively support children with autism during mealtimes and promote a more inclusive classroom environment.Contribution: This study highlighted the importance of including the teacher in the multidisciplinary team when managing the feeding challenges in children with autism.
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来源期刊
African Journal of Disability
African Journal of Disability HEALTH CARE SCIENCES & SERVICES-
CiteScore
2.10
自引率
5.90%
发文量
50
审稿时长
20 weeks
期刊介绍: The African Journal of Disability, the official journal of CRS, AfriNEAD and CEDRES, introduce and discuss issues and experiences relating to and supporting the act of better understanding the interfaces between disability, poverty and practices of exclusion and marginalisation. Its articles yield new insight into established human development practices, evaluate new educational techniques and disability research, examine current cultural and social discrimination, and bring serious critical analysis to bear on problems shared across the African continent. Emphasis is on all aspects of disability particularity in the developing African context. This includes, amongst others: -disability studies as an emerging field of public health enquiry -rehabilitation, including vocational and community-based rehabilitation -community development and medical issues related to disability and poverty -disability-related stigma and discrimination -inclusive education -legal, policy, human rights and advocacy issues related to disability -the role of arts and media in relation to disability -disability as part of global Sustainable Development Goals transformation agendas -disability and postcolonial issues -globalisation and cultural change in relation to disability -environmental and climate-related issues linked to disability -disability, diversity and intersections of identity -disability and the promotion of human development.
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