Azad Gazi, Wolk Courtney Benjamin, Mandell David S
Center for Autism and Related Disorders, Kennedy Krieger Institute, 3901 Greenspring Ave, Baltimore, MD 21211.
Center for Mental Health Policy and Services Research at the University of Pennsylvania.
Sch Comm J. 2018 Fall-Winter;28(2):63-84.
We conducted a qualitative study using key informant interviews with 18 teachers and 39 parents of children with autism spectrum disorder (ASD) about how they would envision their ideal interactions with each other. Four main themes emerged from our content analysis. Parents and teachers were concerned about different aspects of communication with each other. Neither party wanted to ask the other for more involvement, and both attributed resistance to a lack of confidence in their expertise. Parents and teachers valued parental presence, but teachers wanted parents to be active partners in the education of their children. The results suggest possible reasons why parents and teachers of children with ASD are often dissatisfied with their interactions. Discussion centers on similarities and differences with general education, as well as on practical solutions to promote more positive exchanges between parents and teachers of children with ASD in school-based contexts.
我们进行了一项定性研究，通过对18名教师和39名自闭症谱系障碍（ASD）儿童的家长进行关键 informant访谈，了解他们对彼此理想互动的设想。我们的内容分析得出了四个主要主题。家长和教师关注彼此沟通的不同方面。双方都不想要求对方更多地参与，并且都将这种抵触归因于对自身专业知识缺乏信心。家长和教师重视家长的在场，但教师希望家长成为孩子教育中的积极伙伴。研究结果表明了ASD儿童的家长和教师经常对他们之间的互动不满意的可能原因。讨论集中在与普通教育的异同，以及在学校环境中促进ASD儿童的家长和教师之间更积极交流的实际解决方案。
