ASD高能力学习者的学习经历:运用成功案例法

IF 1.2 Q3 EDUCATION, SPECIAL
I-Chen Wu, C. O. Lo, Kuei-Fang Tsai
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引用次数: 10

摘要

迄今为止,调查两次优秀学生的学习经历和复杂需求的实证研究仍然很少。尽管患有自闭症谱系障碍(ASD)的高能力学习者表现出了高成就和/或创造性生产力的潜力,但他们也面临着潜在的心理社会痛苦,如焦虑症和糟糕的自我概念。本研究旨在为被诊断为自闭症谱系障碍的高能力学习者探索积极的教育机会。采用成功案例法,研究人员邀请了两名五年级的自闭症谱系障碍高能力学习者参与这项研究。数据收集包括访谈、观察、问卷调查和补充工件。采用一般归纳分析方法和Glaserian编码范式,研究人员确定了一个核心类别,即支持性学校环境(SSC),以及三个子类别:(a)课程灵活性,(b)基于力量的方法,和(c)安全环境。研究结果可以为教师、学校管理人员和家长提供有效的教学策略。此外,我们还对未来的研究提出了几点建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning Experiences of Highly Able Learners With ASD: Using a Success Case Method
Empirical studies investigating twice-exceptional students’ learning experiences and intricate needs remain scarce to date. Even though highly able learners with autism spectrum disorder (ASDs) demonstrate potential for high achievement and/or creative productivity, they also face potential psychosocial distresses such as anxiety disorders and poor self-concept. This study aimed to explore positive educational opportunities for highly able learners diagnosed with ASD. Using a success case method, the researchers invited two fifth-grade highly able learners with ASD to participate in this study. Data collection included interviews, observations, questionnaires, and supplementary artifacts. Adopting a general inductive analysis approach and a Glaserian coding paradigm, the researchers identified a core category, supportive school context (SSC), along with three subcategories: (a) curriculum flexibility, (b) strength-based approaches, and (c) safe environment. The findings could provide effective pedagogical strategies for teachers, school administrators, and parents. Furthermore, we rendered several suggestions for future research.
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来源期刊
CiteScore
3.00
自引率
0.00%
发文量
17
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