| One of the most commonly cited rationales for inclusive education is to enable the development of quality relationships with typically developing peers,thereby to enhance their interpersonal competence and social adaptive ability.However,it is difficult for children with ASD to establish high-quality peer relationships with typically developing students because the core feature of children with ASD is the deficiency of social communication skills,they have certain difficulties in social interaction.In this context,this study is to investigate the peer relationships among students with autism and explores the relationship between peer relationships and teacher acceptance of students with ASD.With a view to starting from the group of teachers,to provide suggestions for the development of peer relationship among students with ASD learning in regular class,and further to promote the social development of students with ASD.The first part of the study selected 18 students with ASD and 550 typically developing students from the 4th to the 9th grades of Shanghai as the research subjects.Questionnaires were used to explore the peer acceptance,friendship and peer interaction of students with ASD in the class.Research shows:(1)Peer acceptance,students with autism are in a state of neglected and rejected peer acceptance.Half of the primary school students with autism are ignored by their peers,while junior high school students with autism are almost all rejected by their peers.(2)Friendship,the number of friends that children with ASD learning in regular class is relatively small.Students with ASD in junior high school have no good friends.In primary school,only 16.67% of Students with ASD have a good friend,but the quality of friendship between the students with ASD and their good friends is high.(3)Peer interaction,peer interactions of primary school students with autism are more positive,but it is varied from participants.The peer interaction of junior high school students is generally negative.(4)The relationship of peer acceptance,friendship relationship and peer displays: compared with students with ASD who do not have friends,those who have good friends are more liked by typically developing students,and the frequency of learning with good friends is higher.The more popular students with ASD are the more playmates they have and as well as the more frequently they learn with a fixed partner.The less popular Students with ASD have less playmates,and they will they learn with a fixed partner less frequently.In the second part of the study,107 general teachers and 550 typically developing students who are related to autism students were selected as research subjects.Questionnaires were used to explore the attitudes of teachers' acceptance,teacher preference,and teacher acceptance behavior of students with ASD.The peer acceptance was used as the main level to reflect peer relationships.In turn,the relationship between the children with ASD's peer relationship and the teacher's acceptance of threedimensionality is explored.Research shows:(1)Whether it is primary school or junior high school,the degree of teacher preference and teacher acceptance are above the general level,while the teachers' acceptance behavior is below the general level.(2)The peer relationship of students with ASD attending primary school is positively correlated with the degree of teacher preference and teacher acceptance behavior.The relationship between peers of students with ASD and junior high school students has little to do with teacher acceptance.Based on the results,researchers suggest that promoting the development of peer relationships for students with autism should be early.Also,the focus of education on different learning stages should be different,and the students with ASD should be widely engaged in playmates and deeply engaged in learning partners.Finally,training for general teachers should focus on the guidance of specific strategies. |
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