Au Tsz-Chin, Lau Ngar-Sze
Department of Special Education and Counselling, The Education University of Hong Kong, B3-2F-30, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong, China.
J Autism Dev Disord. 2021 Dec;51(12):4551-4559. doi: 10.1007/s10803-020-04809-5. Epub 2021 Feb 8.
Although extracurricular music activities are common in Hong Kong, private music teachers' perceptions of children with autism spectrum disorder (ASD) are underexplored in research in this context. This study examined private music teachers' knowledge of ASD and their attitudes toward students with ASD in Hong Kong, and the relationship between these two factors. The study collected data from a questionnaire survey (n = 200) and eleven individual interviews. Unexpectedly, the findings showed that the teachers had a good understanding and a marginally positive perception of ASD, despite some anxiety about teaching students with ASD. Furthermore, knowledge of and attitude toward ASD were positively correlated. Teachers with previous training in special education needs had a better understanding of ASD and a more positive attitude toward ASD than those without related training. These results imply that further formal and public education could promote acceptance of and equal learning opportunities for students with ASD.
尽管课外音乐活动在香港很常见，但在这一背景下的研究中，私人音乐教师对自闭症谱系障碍（ASD）儿童的看法尚未得到充分探讨。本研究调查了香港私人音乐教师对ASD的了解以及他们对ASD学生的态度，以及这两个因素之间的关系。该研究通过问卷调查（n = 200）和11次个人访谈收集数据。出乎意料的是，研究结果表明，尽管对教授ASD学生存在一些焦虑，但教师们对ASD有很好的理解和略微积极的看法。此外，对ASD的了解和态度呈正相关。接受过特殊教育需求培训的教师比未接受相关培训的教师对ASD有更好的理解和更积极的态度。这些结果表明，进一步的正规和公共教育可以促进对ASD学生的接纳和提供平等的学习机会。
