Study on School Life Adjustment among High-grade Elementary School Students with Autism Spectrum Disorder in Regular Classes: Viewpoint from Symbolic Interactionism

• Main Authors: Chiu, Tzu-Hua, 邱子華
• Other Authors: Chang, Chen-Fan
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/34743229313087816539

碩士 === 國立臺灣師範大學 === 特殊教育學系 === 104 === This study adopted the qualitative approach. In Symbolic Interaction point of view, I explored two high-grade elementary students with autism about how they adapted to their school life. I interviewed the two high-grade elementary school students with autism for the study in order to understand whether they adapted themselves to the school life, such as the personal feelings, interpersonal relationships, the school behavior, and the academic achievements. I observed them both in class, and also interviewed the two children's class teacher and the classmates. As a result, I found that their school life has the following characteristics: (a) "superficial identity about friends," (b) "the receiving of narrow-minded social messages," (c) "rule-abiding by strictly," (d) "the imitation without complete consideration," (e) "the empathy based on his own views," (f) "the sensitive response," (g) "the management of mess life," and (h) "the interest to his motivation." Finally, I hope this study can help the teachers think about the following points: (a) The teacher should value the students’ contextual action. (b) That the autistic students who do not cause interference in the class does not mean there is no demand in their school life. (c) The relationships of autistic student need the teachers’guidance. (d) The interest is the key to start learning for the students with autism. (e) Value the selection of the peers and the training before they accompany the autistic students. (f) Establish a complete support system for the special students in the school.