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教室规模减少,教师的就业减少。包含法要求教师在许多不同的发展阶段教育孩子。自闭症儿童需要多种教学策略以满足个体的需要。据卡明Cumming的变体,利奇和史蒂文森(1998),很多教师觉得他们没有接受训练,教导孩子们与这些类型的学习障碍。Strosnider,里昂,和Gartland(1997)感到有压力的状态,教师在实施教育计划由于缺乏时间与其他专业人士和特殊教育教师的短缺合作。培训的主要差距已在各个层面和所有部门和服务中得到认可。据估计,一半(54%)的教师在这一领域的工作很少(34%)或没有(20%)ASD培训。障碍列举的是释放的员工,缺乏适当的培训和资金(苏格兰政府出版2009)有一些教育理论与ASD。Bryna Siegel博士(1996)“加固”,是教师以时间来确定孩子的主要兴趣。然后,她可以请求和加强所需的行为,使用的对象的利益作为激励。另一种教学技术的应用行为分析”和“分离训练”(ABA、DTT)。西格尔(2003)描述为“阿坝/ DTT的科学研究行为调节的原则可以应用到学习。”西格尔认为,学习可以分解成小的步骤,它可以建立在彼此,而这最终会导致整体的概念。ABA、DTT是高度推荐的自闭症儿童。邵氏(2002)的研究解释了困难的自闭症儿童有感官知觉和他们如何可以通过ABA / DTT帮助。这是一个自闭症的孩子进行不同的经历发生在学校的一天,用ABA / DTT这让孩子专注于少量的信息,给他们机会去完成一个任务而不是成为压倒感的挑战。


Classroom sizes have been reduced and employment of teachers has been cut. Inclusion laws require teachers to educate children at many different developmental stages. Children with ASD require a variety of teaching strategies in order to meet their individual needs. According to Cumine, Leach & Stevenson (1998), many teachers feel they have not received training to instruct children with these kinds of learning disabilities. Strosnider, Lyon, & Gartland (1997) state that teachers feel under pressure in carrying out educational plans due to lack of time to collaborate with other professionals and the shortage of special education teachers. Major gaps in training have been recognised at every level and across all sectors and services. It was estimated that half (54%) of teachers who work in this field have little (34%) or no (20%) ASD training. Obstacles cited are release of staff, lack of suitable training and funding (Scottish Government Publication 2009).There are several educational theories associated with ASD. Dr. Bryna Siegel’s (1996) idea of ‘reinforcement’, is that the teacher takes the time to determine a child’s main interest. She can then request and reinforce the required behaviour using the object of interest as an incentive. Another teaching technique is ‘applied behaviour analysis’ and ‘discrete trial training’ (ABA/DTT). Siegel (2003) describes ABA/DTT as “a science that studies how principles of behavioural conditioning can be applied to learning.’ Siegel suggests that learning can be broken down into small steps, which can be built on each other, and this ultimately will lead to the overall concept. ABA/DTT is highly recommended for children with autism. Shore’s (2002) research explains the difficulties ASD children have with sensory perception and how they can be helped by using ABA/DTT. It is challenging for a child with ASD to make sense of the different experiences occurring throughout the school day and by applying ABA/DTT this allows the child to focus on smaller quantities of information giving them the opportunity to complete an assignment rather than becoming overwhelmed.


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