高功能自閉症融合學生：行為類型及教學效能

高功能自閉症融合學生：行為類型及教學效能

• 李萍英

香港特殊教育期刊, 19, 49-57, 2017

香港特殊教育學會有限公司

2017

• E 特殊教育
  • ED 情緒及行為問題者之教育
• E 特殊教育
  • EG 融合教育
• E 特殊教育
  • EH 學習困難者之教育
• M 教師與教師教育
  • MA 教師之專業教育

自閉症行為類型 融合教育 學習差異 老師培訓 Autism Subtypes Inclusive Education Learning Diversity Teacher Education

• Hong Kong

• 1997.7 onwards

• 小學教育
• 中學教育

近年,接受本港融合教育的中小學自閉症譜系障礙學生的數目不斷急速增加。因此,老師們的專業培訓需要提供支援自閉症譜系障礙學生的教學及調適策略。本文建議按學業成績水平(優秀、中等及落後)及性格特質(衝動型、合作型及敏感型)將高功能自閉症譜系障礙融合學生的表現歸納為九種行為類型,相信透過這個行為類型的新概念可以讓老師們更具體地認識自閉症行為的獨特性及能提升教學效能。本文也倡議用「優勢模式」發掘自閉症譜系障礙融合學生的潛質和天份,期望老師們可以推動每位自閉症融合學生在人生的舞台上綻發光芒。Over the years, high and rapid growing numbers of primary and secondary students with autism spectrum disorder are studying in inclusive classrooms. To respond to this trend, teacher professional development programs need to include the curriculum content of effective learning-teaching and accommodations to support learner diversity. The present paper attempts to discuss the autism subtypes, using academic performance (above average, average, below average) and personality attribute (impulsive, cooperative, sensitive) as the two main parameters. It is expected that this new concept of autism subtypes can support teachers to have good understanding of autism behavior as well as to enhance efficacy for inclusive practice. The application of strength-based approach is also advocated here to encourage teachers to support students on the spectrum to explore their talents. The implication of this approach is that all individual on the spectrum can live in a very fruitful life.
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• 中文

期刊論文

• 24147818

https://bibliography.lib.eduhk.hk/tc/bibs/1e952bc4

2019-04-09