英国巴斯大学论文代写:自闭症互动
Keywords:英国巴斯大学论文代写:自闭症互动
当与自闭症儿童互动时，主张教育者应用基于证据的实践和适合发展的实践(Vakil et. al.， 2009)。循证实践是实践证明了研究,可以更好地告知教育者如何实现想要的结果,“通用设计等学习、非正式和正式的评估涉及学习、差异化教学,和直接明确的指令”(邓斯特,Trivett & Cutspec, 2002,引用Vakil et al ., 2009)。为了成功地吸引自闭症儿童，教育工作者需要提供适应和修改，将特殊教育和一般做法结合起来，以适应他们的需要。同样重要的是，应用发展的适当做法，使儿童感到被接受、照顾和支持。自闭症儿童在沟通、社交、思考或想象能力方面存在“三联障碍”(Mells, 2002)。无论他们的能力如何，自闭症儿童都应该享有同样的权利，在教育工作者的支持下被纳入儿童早期教育环境。教育工作者应注意早期症状和体征，并在与家长讨论有关问题后，将其转介相关服务机构进行彻底和全面的诊断。为了成功地包括自闭症儿童，教育工作者需要致力于包容性教学，与其他专业人士、家长和whanau合作。最重要的是，教育工作者需要亲自了解孩子，并积极主动地学习更多有效的实践，让孩子不断地参考相关的有用资源。
英国巴斯大学论文代写:自闭症互动
When interacting with children with autism, it is advocated that educators apply evidence- based practices and developmentally appropriate practices (Vakil et. al., 2009). Evidence-based practices are practices that have been attested by research and can better inform educators what to do to achieve desired outcomes, “such as Universal Design for Learning, informal and formal assessments relating to learning, differentiated instruction, and direct explicit instruction” (Dunst, Trivett, & Cutspec, 2002, cited in Vakil et al., 2009). To successfully engage children with autism, educators need to provide accommodation and modifications, merging special education and general practices to adjust to their needs. It is also vital to apply developmental appropriate practices to make the children feel accepted, cared for, and supported.Children with autism are characterised by “triad of impairment” in ability to communicate, socialise and think or imagine (Mells, 2002). Irrespective of their ability, children with autism deserve the same right to be included in the early childhood setting with the educator’s support. Educators need to be aware of the early signs and symptoms, and refer them to relevant services for a thorough and comprehensive diagnosis after discussing the concern with parents. To successfully include children with autism, educators need to commit to inclusive teaching, work in collaboration with other professionals, parents and whanau. Most importantly, educators need to learn about the child in person, and to proactively learn more about effective practice to include the child referring to relevant helpful resources on the ongoing basis.
