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首页> 外文期刊>Journal of Geoscience Education >Challenges and approaches for creating inclusive field courses for students with an autism spectrum disorder
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Challenges and approaches for creating inclusive field courses for students with an autism spectrum disorder

机译：为具有自闭症谱系障碍的学生创造包容性田间课程的挑战和方法

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摘要

There has been little discussion regarding the design of geology courses (and programs) to be inclusive of students with an autism spectrum disorder (ASD). Here, we outline challenges instructors may encounter when teaching geology courses with field components that include students with an ASD and describe solutions we have found to be successful in creating effective learning environments. Our solutions center around (a) early and continual communication with the students and their support networks about upcoming course experiences and expectations, (b) clearly articulated and defined assignments, (c) creation of a steady and established learning environment, and (d) understanding and patience from course leaders and others involved in the class. Implementing these components will help improve the chances of success for all students in a course, regardless if they have an ASD. Ultimately, we encourage an ongoing conversation on how to best serve this growing segment of the college student population.
机译：关于地质课程（和计划）的设计一点讨论，包括具有自闭症谱系障碍（ASD）的学生。在这里，我们概述挑战教师可能会在与现场组件的地质课程教授地质课程时遇到，这些组件包括与ASD的学生和描述我们发现成功创建有效的学习环境的解决方案。我们的解决方案中心（a）与学生及其支持网络的早期和持续沟通关于即将到来的课程体验和期望，（b）明确明确阐明和定义的作业，（c）创建稳定和建立的学习环境，（d）课程领导人和其他参与课程的耐心的理解和耐心。实施这些组成部分将有助于提高所有学生在课程中取得成功的机会，无论他们是否有ASD。最终，我们鼓励正在进行的对话，了解如何最好地服务于大学生人口的越来越多。

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