自闭症成人学习支持指标之理论建构——基于SLI支持理论

Theoretical Construction of the Learning Support Indicators for Autistic Adults——Based on the theory of SLI support

目前,仅有的相关研究仅仅从不同层面反映出自闭症成人或者自闭症群体获得学习支持的现实以及支持内容,还未能直接表明自闭症成人学习支持指标的构面,也无法对自闭症成人的学习支持活动提供导向性的支持。"SLI支持理论"提倡以学生为核心,对学生提供有效的学习支持服务,以满足学生多样化的学习需求。"SLI支持理论"视角下的自闭症成人学习支持指标,包括支持者、学习者、支持内容三个构面。支持者主要指政府机关、社会团体、家庭、教师等不同层级和不同领域的人员共同参与;学习者主要指以自闭症成人的认知方式、感知觉的特点等能力和需求作为切入点,对自闭症成人提供有针对性的学习支持;支持内容主要指学习内容、学习过程的直观性和形象性,以及提供适宜的学习空间,保证学习支持的持续性,提供相应的技术支持和工具支持,保证学习支持的有效性。

At present,the relevant researches can only from different levels reflect the autistic adult or autistic groups obtaining learning support from the reality and support the content,but not directly show that autistic adult learning support indicators of the faculty,nor can they provide guided support for Autism Adult learning activities.＂SLI support theory＂ is mainly to promote students as the core,to provide students with effective learning support services and to meet the diverse needs of students learning.With the perspective of ＂SLI support theory＂,autistic adult learning support indicators include the three facets of supporters,learners,support.Supporters mainly refer to government agencies,social groups,families,teachers and other different levels and different areas of personnel to participate;learners mainly refers to the autism adult cognitive,sensory characteristics and other needs and needs as a starting point,to provide targeted learning support for autistic adults;support content mainly refers to the learning content,learning process intuitive and image,as well as provide appropriate learning space to ensure the continuity of learning support,provide the appropriate technical support and tool support to ensure the effectiveness of learning support.