国际视野下孤独症学生关键能力的维度、层级与特征

Areas, Levels and Characteristics of Key Competencies of Students with ASD:An International Perspective

澄清孤独症教育目标具有重要现实意义。以关键能力作为界定教育目标的新视角,选取国际上九本有代表性的孤独症临床实践指南,从“内容领域”和“表现层级”探明国际社会对于孤独症学生关键能力的观点。结果发现,从内容领域上,孤独症学生关键能力分布于社交、沟通、生活等九大领域。从表现层级上,关键能力主要分布在理解和应用水平。总体上,孤独症学生关键能力体系关照到学生的多元需求,采取了“基于证据”的建构路径,但表现层级定位较为模糊。据此,我国孤独症学生关键能力体系的构建应兼顾内容和层级,孤独症学生课程教学设计应采取综合发展的取向,孤独症学生关键能力的研究应加强循证色彩。

It is of practical significance to clarify the goals of education for students with autism spectrum disorder. Taking key competencies as a new perspective to define educational objectives, nine international representative clinical practice guides for autism are selected to find out the international views on key competencies of students with ASD in terms of “content area” and “performance level”. The results show that, in terms of content area, the key competencies of students with ASD are distributed in nine areas, including social interaction, communication, living, etc. In terms of performance level, the key competencies are mainly distributed in the levels of understanding and application. In general, the key competency systems consider the multiple needs of students and adopt an “evidence-based” construction path, but the performance level is relatively ambiguous. Accordingly, the construction of the key competency system for students with ASD in China should consider both content and level, the design of curriculum and teaching should adopt an integrated developmental approach, and the research on key competencies for students with ASD should strengthen the evidence-based orientation.