摘要
随着越来越多孤独症(autism spectrum disorder,以下简称ASD)接受融合教育,融合教育效果受到更广泛的重视。融合教育中突出的问题是情绪行为问题,是影响融合教育质量的重要因素。广州市康纳学校(广州儿童孤独症康复研究中心)开发的针对6~12岁ASD儿童的社会情绪课程,是国内首个针对学龄ASD儿童情绪行为问题系统性课程。本研究采用质的和量性评估方式探讨融合环境5名ASD儿童开展社会情绪课程的效果及其家长和教师进行课程培训的效果。研究结果显示,家长报告情绪发展能力(Emotion development questionnaire, EDQ)前后差异显著,教师报告EDQ在情感理解/沟通维度和情绪问题解决维度前后差异显著;此外,家长和教师访谈中均报告了学生在情绪理解、同伴关系、表达需求和情绪控制等方面获得不同程度进步。本研究是对ASD融合支持课程开发的初步尝试,对进一步的课程开发具有重要启示意义。
While more and more children with autism spectrum disorders (ASD) study in mainstream schools, education quality of children with ASD draws extensive concern. Most prominent prob-lems that children with ASD display in inclusive environment settings are emotion related beha-viors, and that has significant impact on inclusion quality of ASD children. Guangzhou Cana School (Guangzhou Rehabilitation &Research Center of Children with ASD), developed the Cana Social Emotion Curriculum (SEC) for children with ASD at age 6~12, the first comprehensive curriculum addressing emotion related problem behaviors. In order to evaluate the effect of this approach, his study used qualitative and quantitative assessment to explore the effect of ASD social emotion curriculum in mainstream schools under the placement of special classes. EDQ scores (based on the report of parents or teachers) showed significant improvement in emotion competence of all participants, especially in domains of emotion understanding &communication and problem solving. Interviews with both parents and teachers reported different improvements in students’ emotional understanding, peer relationships, expressive needs, and emotional control. This pilot study on curriculum for inclusive education support has significant value in developing relevant curriculum in the future.
出处
《心理学进展》
2021年第11期2652-2659,共8页
Advances in Psychology
