| Summary: | 碩士 === 中華大學 === 行政管理學系 === 107 === This study uses a qualitative research method to understand the teaching dilemmas and the changes that can be taken by a small class of ordinary Chinese teachers to teach autistic students. This study collected the experience and opinions of the nine research participants through interviews, and correspondingly analyzed the literature after the interview, for further analysis and discussion. The results of this study were found as follows:
1.Teachers have a positive attitude towards autism integration education, and they are in favor of autistic students attending regular classes, but believe that teachers and students must be provided with sufficient resources.
2.The autism integration class teachers have different teaching dilemmas, mainly including autistic students' interference teaching, teachers can not take into account the learning needs of autistic students, learning difficulties in autistic students, and insufficient human assistance.
3.The autism integration class teachers face dilemmas to take different changes to respond, mainly including flexible adjustment of autistic teaching and assessment, providing different resources for autistic students to assist in learning, teaching general students to accept autistic students, and Seeking resources and resources for assistance from all sides.
4.Teachers put forward different thoughts and suggestions on autism integration education. The teacher's thoughts mainly include the high recognition that the autistic integration education is mutually beneficial and full of hope, the role of teachers in guiding their professional guidance, and the promotion of integration education should be early. The proposal mainly includes a system for seeking a comprehensive review of the identification and placement of autistic students so that the autistic students can truly find their place, reduce the size of the class, and provide human resources support in various professional fields.
|
|---|
