Trải Nghiệm Của Học Sinh, Giáo Viên, Và Phụ Huynh Tham Gia Chương Trình Giáo Dục Kỹ Thuật Phi Chính Quy Dựa Trên Sự Đảm Bảo Chung

Journal of Autism and Developmental Disorders - Tập 52 - Trang 3574-3585 - 2021
Yu-Lun Chen1,2, Kavitha Murthi1,2, Wendy Martin3, Regan Vidiksis3, Ariana Riccio3, Kristie Patten1
1Department of Occupational Therapy, New York University, New York, USA
2Department of Occupational Therapy, Steinhardt School of Culture, Education, and Human Development, New York University, New York, USA
3EDC Center for Children and Technology, New York, USA

Tóm tắt

Nhiều bạn trẻ trong phổ tự kỷ có sở thích và thế mạnh đối với các con đường học tập liên quan đến STEM, tuy nhiên hiện vẫn còn rất ít chương trình dựa trên nghiên cứu để hỗ trợ những sở thích và năng lực đó bao gồm cả giải quyết vấn đề phức tạp và giao tiếp xã hội. Nghiên cứu định tính này đã khám phá trải nghiệm và những kết quả được cảm nhận của học sinh, giáo viên, và phụ huynh tham gia vào một chương trình thiết kế kỹ thuật ngoại khóa mang tính bao trùm và dựa trên sức mạnh có tên là Câu Lạc Bộ IDEAS Maker. Hai mươi sáu học sinh, 13 phụ huynh, và chín giáo viên trong chương trình đã hoàn thành phỏng vấn và nhật ký chương trình trong khi các nhà nghiên cứu tiến hành quan sát lớp học trong suốt 2 năm. Phân tích chủ đề đã xác định năm chủ đề phổ biến: (1) trải nghiệm tích cực và sự tham gia của học sinh, (2) tiếp thu kỹ năng, (3) phát triển sở thích về STEM và các nghề liên quan, (4) mối quan hệ xã hội và cộng đồng, và (5) không gian an toàn hỗ trợ quyền tự quyết.

Từ khóa

#STEM #tự kỷ #giáo dục kỹ thuật #chương trình ngoại khóa #bao trùm #phát triển kỹ năng #mối quan hệ xã hội

Tài liệu tham khảo

Bevan, B. (2017). The promise and the promises of making in science education. Studies in Science Education, 53(1), 75–103. https://doi.org/10.1080/03057267.2016.1275380 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Bustamante, A. S., Greenfield, D. B., & Nayfeld, I. (2018). Early childhood science and engineering: Engaging platforms for fostering domain-general learning skills. Education Sciences, 8(3), 144. https://doi.org/10.3390/educsci8030144 Chen, X., & Weko, T. (2009). Students who study science, technology, engineering, and mathematics (stem) in postsecondary education. Stats in brief. Nces 2009-161. National Center for Education Statistics. Cohen, S., & Hough, L. (2013). The ASD nest model: A framework for inclusive education for higher functioning children with autism spectrum disorders. AAPC Publishing. DiDonato, N. C. (2013). Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks. Instructional Science, 41, 25–47. https://doi.org/10.1007/s11251-012-9206-9 Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2012). Effect of interest-based interventions on the social-communicative behavior of young children with autism spectrum disorders. CELLreviews, 5(6), 1–10. Ehsan, H., Rispoli, M., Lory, C., & Gregori, E. (2018). A systematic review of stem instruction with students with autism spectrum disorders. Review Journal of Autism and Developmental Disorders, 5(4), 327–348. https://doi.org/10.1007/s40489-018-0142-8 Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., El Zein, F., Reutebuch, C. K., & Vaughn, S. (2014). Addressing the academic needs of adolescents with autism spectrum disorder in secondary education. Remedial and Special Education, 35(2), 68–79. https://doi.org/10.1177/0741932513518823 Gobbo, K., Shmulsky, S., & Bower, M. (2018). Strategies for teaching stem subjects to college students with autism spectrum disorder. Journal of College Science Teaching, 47(6), 12–17. Grandin, T., & Panek, R. (2013). The autistic brain: Thinking across the spectrum. Houghton Mifflin Harcourt Trade & Reference Publishers. Gunn, K. C. M., & Delafield-Butt, J. T. (2016). Teaching children with autism spectrum disorder with restricted interests: A review of evidence for best practice. Review of Educational Research, 86(2), 408–430. https://doi.org/10.3102/0034654315604027 Honey, M., & Kanter, D. E. (2013). Design, make, play: Growing the next generation of stem innovators. Routledge. Householder, D. L. & Hailey, C. E. (2012). Incorporating engineering design challenges into STEM courses. Publications. Paper 166. https://digitalcommons.usu.edu/ncete_publications/166 Jang, H. (2015). Identifying 21st century stem competencies using workplace data. Journal of Science Education and Technology, 25(2), 284–301. https://doi.org/10.1007/s10956-015-9593-1 Katehi, L., Pearson, G., & Feder, M. (2009). Engineering in K-12 education: Understanding the status and improving the prospects. National Academies. Washington, DC. https://doi.org/10.17226/12635 Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2016). Which terms should be used to describe autism? Perspectives from the uk autism community. Autism, 20(4), 442–462. https://doi.org/10.1177/1362361315588200 Kim, S. Y. (2019). The experiences of adults with autism spectrum disorder: Self-determination and quality of life. Research in Autism Spectrum Disorders, 60, 1–15. https://doi.org/10.1016/j.rasd.2018.12.002 Knight, V., McKissick, B. R., & Saunders, A. (2013). A review of technology-based interventions to teach academic skills to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(11), 2628–2648. https://doi.org/10.1007/s10803-013-1814-y Koenig, K. P., Bleiweiss, J., Brennan, S., Cohen, S., & Siegel, D. E. (2009). The asd nest program: A model for inclusive public education for students with autism spectrum disorders. Teaching Exceptional Children, 42(1), 6–13. https://doi.org/10.1177/004005990904200101 Lucas, B., & Hanson, J. (2016). Thinking like an engineer: Using engineering habits of mind and signature pedagogies to redesign engineering education. International Journal of Engineering Pedagogy (iJEP), 6(2), 4–13. Martin, W., Vidiksis, R., Koenig, K. P., & Chen, Y.-L. (2019). Making on and off the spectrum. Connected Science Learning, 1(10). https://www.nsta.org/connected-science-learning/connected-science-learning-april-june-2019/making-and-spectrum. Martin, W. B., Yu, J., Wei, X., Vidiksis, R., Patten, K. K., & Riccio, A. (2020). Promoting science, technology, and engineering self-efficacy and knowledge for all with an autism inclusion maker program. Frontiers in Education. https://doi.org/10.3389/feduc.2020.00075 Muller, E., Schuler, A., & Yates, G. B. (2008). Social challenges and supports from the perspective of individuals with asperger syndrome and other autism spectrum disabilities. Autism, 12(2), 173–190. https://doi.org/10.1177/1362361307086664 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist. https://doi.org/10.1037//0003-066x.55.1.68 Shattuck, P. T., Narendorf, S. C., Cooper, B., Sterzing, P. R., Wagner, M., & Taylor, J. L. (2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, 129(6), 1042–1049. https://doi.org/10.1542/peds.2011-2864 Smith, B. R., Spooner, F., & Wood, C. L. (2013). Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder. Research in Autism Spectrum Disorders, 7(3), 433–443. https://doi.org/10.1016/j.rasd.2012.10.010 Strimel, G., & Grubbs, M. E. (2016). Positioning technology and engineering education as a key force in stem education. Journal of Technology Education. https://doi.org/10.21061/jte.v27i2.a.2 Taylor, J. L., & Seltzer, M. M. (2011). Employment and post-secondary educational activities for young adults with autism spectrum disorders during the transition to adulthood. Journal of Autism and Developmental Disorders, 41(5), 566–574. https://doi.org/10.1007/s10803-010-1070-3 The National Assessment Governing Board. (2014). Technology and engineering literacy framework for the 2014 national assessment of educational progress. https://www.nagb.gov/naep-frameworks/technology-and-engineering-literacy/2014-technology-framework.html Wehmeyer, M. L., Shogren, K. A., Zager, D., Smith, T. E. C., & Simpson, R. (2010). Research-based principles and practices for educating students with autism: Self-determination and social interactions. Education and Training in Autism and Developmental Disabilities, 45(4), 475–486. Wei, X., Christiano, E. R. A., Yu, J. W., Blackorby, J., Shattuck, P., & Newman, L. A. (2014). Postsecondary pathways and persistence for stem versus non-stem majors: Among college students with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(5), 1159–1167. https://doi.org/10.1007/s10803-013-1978-5 Wei, X., Yu, J. W., Shattuck, P., McCracken, M., & Blackorby, J. (2013). Science, technology, engineering, and mathematics (stem) participation among college students with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(7), 1539–1546. https://doi.org/10.1007/s10803-012-1700-z White, K., Flanagan, T. D., & Nadig, A. (2018). Examining the relationship between self-determination and quality of life in young adults with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 30(6), 735–754. https://doi.org/10.1007/s10882-018-9616-y Zelazo, P. D., Carter, A., Reznick, J. S., & Frye, D. (1997). Early development of executive function: A problem-solving framework. Review of General Psychology, 1(2), 198–226.