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课程与社会教育的关系也会造成混淆。如果一个孩子被安置在一个项目组中,他很可能会被社会方面所克服,以至于他会发现很难把重点放在课程方面。Strosnider,河,里昂,C和D,Gartland,(1997)承认这种重叠的学术、体育和人际技能是为患有自闭症的孩子困难的所有领域。Strosnider,et al.,(1997)编制的学术、体育和人际关系纳入计划(API纳入计划)。该计划帮助教师使用头脑风暴策略,为每个领域,特别有用,如果没有可用性的特殊需要教师合作。鲁斯(2003)认为,学习环境本身就是一种策略。在构建环境最好鲁斯(2003)建议的一个方面,需要考虑的是,声音。他用钉子的熟悉的例子在黑板上发送一个冷下来的脊柱鲁斯(2003)指出,一个自闭症的孩子天天动听也有类似的影响。鲁斯(2003)促进教师评估噪音水平和投入的策略来排除噪声超标,比如让孩子听轻柔的音乐通过耳机在上课时间或使用耳塞的重要性。孩子们应该提前准备如果有他们的套路变化,避免过度焦虑。Ozonoff等人,(2002),阐述对ASD儿童的视觉标志的建议。他们的研究声称,视觉指导和时间表帮助孩子感到更安全和更少的压力,使心灵可以引导其注意学习。所有这些压力因素,必须考虑时,评估哪些策略和干预措施将有利于儿童或年轻人与ASD。据威廉姆斯(2001),减少压力和担心,确保环境是可预见的,最大限度地减少过渡是至关重要的,为自闭症儿童提供有效的教育。


The relationship between curriculum and social education can also cause confusion. If a child is placed in a group for project work it is possible he would be so overcome by the social aspect that he would find it extremely difficult to focus on the curriculum aspect. Strosnider, R., Lyon, C., & Gartland, D. ,(1997) recognize this overlap as academic, physical and interpersonal skills are all areas of difficulty for the ASD child. Strosnider, et al., (1997) compiled The Academic, Physical and Interpersonal Inclusion Plan (API Inclusion Plan). This plan helps teachers to use brainstorming strategies for each of these areas and is particularly useful if there is no availability of a special needs teacher to collaborate with. Kluth (2003) suggests that the learning environment is itself a strategy. In constructing the best environment Kluth (2003) suggests an aspect that needs to be considered is that of sounds. He uses the familiar example of nails on a chalk board sending a chill down the spine Kluth (2003) states that to a child with ASD every day sounds can have a similar effect. Kluth (2003) promotes the importance of a teacher assessing noise levels and putting strategies in place to exclude excessive noise such as allowing the child to listen to soft music with headsets during class times or using earplugs.Children should be prepared ahead if there are to be changes in their routines, to avoid excessive anxiety. Ozonoff, et al., (2002), elaborate on the suggestion of visual signs for the ASD child. Their research claims that visual instructions and schedules help the child to feel more secure and less stressed so the mind can direct its attention to learning. All of these stress factors must be taken into consideration when assessing which strategies and interventions would be beneficial to the child or young person with ASD. According to Williams (2001), reducing stress and worry, ensuring the environment is predictable and minimizing transitions is crucial to delivering an effective education for the child with ASD.


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