促进孤独症学生发展的课堂支持系统及实践路径

The Classroom Support System and Practice Path for Promoting the Development of Students with Autism Spectrum Disorder

目前,我国孤独症学生主要安置于培智学校和随班就读学校参加"混班"学习,因而亟需探索促进孤独症学生融入课堂的支持系统。借鉴已有的课堂支持理论框架,本文从环境、课程教学和教师实践三个维度,构建了整合性的孤独症学生课堂支持系统,阐述了具体要素与实践路径。结构完备的孤独症课堂支持系统应体现出以下特色:支持性的空间结构和行为管理体系、普通课程目标和补偿性目标相协同的课程体系设计、基于循证实践的教学策略选择和组合体系,以及促进协作和核心专业能力发展的教师实践体系等。

At present,students with autism spectrum disorder(ASD)are mainly placed in schools for students with intellectual disorders and regular public schools to participate in"mixed class"learning.So,there is an urgent need to explore the support system to promote the integration of students with ASD into the classroom.Referring to the existing theoretical framework of classroom support,this paper constructs an integrated classroom support system for students with ASD from the three dimensions of environment,curriculum teaching and teacher practice,and expounds its specific elements and practice path.A well-structured classroom support system should embody the following characteristics:It should be a management system with supportive space structure and behavior,a coordinated curriculum design with general objectives and compensatory targets,an evidence-based teaching strategy choice and combination system,and a teaching practice system to promote the coordination and core professional ability development of teachers.