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Key competencies of students with autism spectrum disorders: Perspectives of Chinese teachers and parents

Well-defined key competencies for students with autism spectrum disorders (ASD) help develop curriculum and pedagogies that emphasize what students with ASD are expected to learn, to know and to do. Most of the current research on the key competencies of ASD is theoretical and based on the social an...

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Autores principales: Cao, Shuqin, Wang, Yixin, Yang, Xiaofang, Jin, Qiqin, Hui-Michael, Ying, Xie, Dongjie
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9813226/
https://www.ncbi.nlm.nih.gov/pubmed/36619026
http://dx.doi.org/10.3389/fpsyg.2022.1054249
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author Cao, Shuqin
Wang, Yixin
Yang, Xiaofang
Jin, Qiqin
Hui-Michael, Ying
Xie, Dongjie
author_facet Cao, Shuqin
Wang, Yixin
Yang, Xiaofang
Jin, Qiqin
Hui-Michael, Ying
Xie, Dongjie
author_sort Cao, Shuqin
collection PubMed
description Well-defined key competencies for students with autism spectrum disorders (ASD) help develop curriculum and pedagogies that emphasize what students with ASD are expected to learn, to know and to do. Most of the current research on the key competencies of ASD is theoretical and based on the social and cultural backgrounds of western countries. The key competencies defined by most of the research lack of the support of empirical evidence. This study sought to identify the key competencies of school-age students with ASD from the perspectives of teachers and parents. Based on the review of existing key competencies frameworks, a key competencies instrument that consisted of 76 learning outcome items in eight domain areas was developed. An online survey to explore the teachers’ and parents’ views of the key competencies was conducted with 1,618 teachers and 2,430 parents of students with ASD across China. The results showed that teachers believed that the key competencies should consist of eight domain areas including social-communication, learning skills, healthy living, play, motor, emotion, sensory processing, and cognition, while the cognition related competencies were not recognized by parents. The competencies in social-communication, learning skills, healthy living had higher variance contribution. From the perspective of teachers, the variance contribution of social communication was the highest, while from the perspective of parents, the variance contribution of learning skills was the largest. Taken together, the key competencies framework for students with ASD should include eight dimensions and 75 learning outcome items. The similarities and differences between the perspectives of the two group were discussed. The findings could provide empirical data to assist in developing educational guidelines and guide the development of models of support for students with ASD.
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spelling pubmed-98132262023-01-06 Key competencies of students with autism spectrum disorders: Perspectives of Chinese teachers and parents Cao, Shuqin Wang, Yixin Yang, Xiaofang Jin, Qiqin Hui-Michael, Ying Xie, Dongjie Front Psychol Psychology Well-defined key competencies for students with autism spectrum disorders (ASD) help develop curriculum and pedagogies that emphasize what students with ASD are expected to learn, to know and to do. Most of the current research on the key competencies of ASD is theoretical and based on the social and cultural backgrounds of western countries. The key competencies defined by most of the research lack of the support of empirical evidence. This study sought to identify the key competencies of school-age students with ASD from the perspectives of teachers and parents. Based on the review of existing key competencies frameworks, a key competencies instrument that consisted of 76 learning outcome items in eight domain areas was developed. An online survey to explore the teachers’ and parents’ views of the key competencies was conducted with 1,618 teachers and 2,430 parents of students with ASD across China. The results showed that teachers believed that the key competencies should consist of eight domain areas including social-communication, learning skills, healthy living, play, motor, emotion, sensory processing, and cognition, while the cognition related competencies were not recognized by parents. The competencies in social-communication, learning skills, healthy living had higher variance contribution. From the perspective of teachers, the variance contribution of social communication was the highest, while from the perspective of parents, the variance contribution of learning skills was the largest. Taken together, the key competencies framework for students with ASD should include eight dimensions and 75 learning outcome items. The similarities and differences between the perspectives of the two group were discussed. The findings could provide empirical data to assist in developing educational guidelines and guide the development of models of support for students with ASD. Frontiers Media S.A. 2022-12-22 /pmc/articles/PMC9813226/ /pubmed/36619026 http://dx.doi.org/10.3389/fpsyg.2022.1054249 Text en Copyright © 2022 Cao, Wang, Yang, Jin, Hui-Michael and Xie. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Cao, Shuqin
Wang, Yixin
Yang, Xiaofang
Jin, Qiqin
Hui-Michael, Ying
Xie, Dongjie
Key competencies of students with autism spectrum disorders: Perspectives of Chinese teachers and parents
title Key competencies of students with autism spectrum disorders: Perspectives of Chinese teachers and parents
title_full Key competencies of students with autism spectrum disorders: Perspectives of Chinese teachers and parents
title_fullStr Key competencies of students with autism spectrum disorders: Perspectives of Chinese teachers and parents
title_full_unstemmed Key competencies of students with autism spectrum disorders: Perspectives of Chinese teachers and parents
title_short Key competencies of students with autism spectrum disorders: Perspectives of Chinese teachers and parents
title_sort key competencies of students with autism spectrum disorders: perspectives of chinese teachers and parents
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9813226/
https://www.ncbi.nlm.nih.gov/pubmed/36619026
http://dx.doi.org/10.3389/fpsyg.2022.1054249
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