ABSTRACT

This study used video feedback in a collaborative development study to help improve teachers’ perceptions of the learning needs of students with autism spectrum disorders (ASD) and intellectual disabilities (ID) and enhance their active participation in the classroom. Crucially, teachers need the necessary skills to discern students’ subtle communications, as students with ASD and co-occurring ID may have reduced or non-existent verbal language and may express their needs mainly through behaviours. The first author video recorded ten classroom lessons and collaborated with three teachers to discuss the recordings in six meetings over the course of one semester. The data used for the analysis was taken from the first (February) and last (June) collaborative meetings of the semester. The results show how collaborative video feedback can influence teachers’ judgements about students’ learning and further their professional development; the subtle signals that students use to communicate become more visible when the video recordings are viewed multiple times. The collaborative discussions facilitated the teachers’ understanding of students’ behaviours and actions. In addition, the teachers’ focus shifted from identifying general aspects of their students’ behaviours to their skills and knowledge.

摘要

本研究在协作发展研究中使用视频反馈来帮助提高教师对自闭症谱系障碍 (ASD) 和智力障碍 (ID) 学生的学习需求的认知，并增强他们在课堂上的积极参与。至关重要的是，教师需要具备必要的技能来辨别学生的微妙交流，因为患有自闭症谱系障碍和同时出现的智力障碍的学生可能会减少或不存在口头语言，并且可能主要通过行为来表达他们的需求。第一作者视频录制了十堂课堂课程，并与三位老师合作，​​在一个学期的六次会议上讨论了这些录音。用于分析的数据取自本学期的第一次（二月）和最后一次（六月）协作会议。结果表明，协作视频反馈如何影响教师对学生学习的判断并促进他们的专业发展；当多次观看视频记录时，学生用于交流的微妙信号变得更加明显。协作讨论促进了教师对学生行为和行动的理解。此外，教师的重点从识别学生行为的一般方面转向他们的技能和知识。