| At present,students with autism are still in the role of "marginalized" in the classroom of schools for children with development disabilities,having low participation in the classroom.From the perspective of social ecology,the root cause of this is the mismatch between the needs of autistic students and the requirements of the collective classroom environment.Classroom support,which plays an important role in bridging the mismatch between students’ individual abilities and the demands of the environment,is a key means of facilitating successful participation of autistic students.However,to date,few studies have systematically explored the classroom support model for autistic students in the context of collective teaching.Some studies have limited support to the level of suggestions or vague slogans,while others put support into practice,but in a fragmented and fragmented manner.There is a lack of field-proven support models that address the core needs of autistic students.Based on this research background,this study explores a series of support strategies to promote the successful participation of autistic students in collection classrooms,and constructs a comprehensive support model for students with autism that covers all elements of the classroom and the teaching process,so that educational support research can move from macro theoretical guidance to micro classroom practice field.This study is divided into three parts:The first part,the textual analysis study of classroom support elements(Study 1and Study 2).This part uses content analysis method and grounded theory to sort out and analyze the texts of educational support for autistic students in developed countries and regions as well as relevant literature at home and abroad,to summarize and draw out the dimensions and elements of classroom support for autistic students that are widely concerned by government departments,professional organizations and researchers at home and abroad,to explore the theoretical basis of the classroom support model applicable to the local students with autism,and initially builds the Whole Classroom Support Model for autistic students.The second part,the Whole Classroom Support Model construction and resource design research(study 3).By further revising the initially constructed model,four firstlevel dimensions are formed,including "what to teach","how to teach","where to teach" and "who to teach",and 10 secondary dimensions,including "adjusting subject goals","adding functional goals" and "adjusting teaching content".And the whole classroom support models with 39 tertiary dimensions,such as "academic ability assessment","goal simplification" and "goal deletion".In addition,specific support initiatives were collected and organized in the form of literature analysis and interactive focus group participation integrated into the Classroom Support Resource Manual.Based on this,an interactive "Electronic Classroom Support System" was developed.The third part,the Whole Classroom Support Model practice and application research(study 4 and study 5).Study 4 used a single-subject research method to select two students with autism as priority support subjects and embed the whole support model into the life-orientated Chinese classes.The Whole Classroom Support Model was found to have immediate intervention effectiveness and better maintenance effects on enhancing individual classroom participation of students with autism,promoting teacher-student interaction,and reducing problem behaviors.Further,the Whole Classroom Support Model and implementation pathway were adapted and refined based on extensive teacher feedback.On the basis of adjusting the support model,Study5 used a quasi-experimental design to apply the Whole Classroom Support Model to life adjustment classes.Two parallel classes in grade 2 and 4 were selected as the experimental and control groups to verify the effectiveness of the Whole Classroom Support Model in enhancing the participation of students with autism in the classroom by comparing the "supportive classroom" with the "traditional classroom",and to further,the study also found out the added value of the support model in enhancing the classroom performance of non-autistic students and the teacher’s sense of efficacy,thus demonstrating the possibility and feasibility of expanding the model to a larger field in the future.Based on this study,the following results were obtained:1.The research has developed a model of whole classroom support for students with autism that includes four primary dimensions: "what to teach","how to teach","who to teach" and "where to teach",10 secondary dimensions such as "adjusting subject goals " and several tertiary dimensions,which has been recognized by experts.2.Sorted out and integrated specific support measures in various dimensions around the Whole Classroom Support Model,integrated the support resource manual,designed and developed the "Electronic Classroom Support System for Students with Autism" based on it.3.The Whole Classroom Support Model has been effective in promoting participation,increasing student-teacher interaction,and reducing problem behaviors in classroom,among different disciplines and groups of autistic students.4.The embedment of classroom full support model in the collective classroom plays an additional role in improving the classroom performance of all students in the class and enhancing teachers’ sense of teaching competence,which indicates the broad prospect of the application and promotion of classroom support model in a larger field in the future. |
