A Qualitative Study On Teachers’ Cognition Of Autistic Students’ Role Image

The role image of students reflects teachers’ perception and evaluation of students.Teachers’ cognition of autistic students’ role image affects teachers’ attitude towards inclusive education and the quality of inclusive education for autistic students.In view of the large individual differences of autistic students and teachers’ different experiences in dealing with autistic students,the researcher conducted semi-structured interviews with nine ordinary school teachers,processed the interview texts with grounded theory,and explored teachers’ cognitive characteristics,influencing factors and construction process of autistic students’ role image,aiming at improving teachers’ image cognition of autistic students,helping autistic students show positive images and realizing high-quality integrated education.The results are as follows:1.Teachers’ cognition of autistic students’ role image is dynamically constructed.When teachers teach autistic students,they acquire autism-related information through knowledge preparation and personal perception,constantly remould the original role image cognition of autistic students,gradually form the existing role image cognition of autistic students,and then influence teachers’ attitude towards inclusive education of autistic students.2.Teachers’ original image cognition of autism is based on vague impression of group,which is neither comprehensive nor accurate,and affects teachers’ educational evaluation of autistic students.3.Autism knowledge reserve affects teachers’ judgment and treatment of autistic students’ problem behaviors,and then affects teachers’ cognitive enthusiasm for autistic students’ role images.4.The role image of autistic students in teachers’ cognition contains rich personality traits,rather than the image of simple function.5.Autistic students’ role image cognition affects teachers’ evaluation of autistic students,and then influences teachers’ autism education strategies and inclusive education attitudes.Based on the above research results,the research conclusion is that teachers’ role image of autistic students is dynamically constructed,and the image cognitive result is changeable.The more positive teachers’ cognition of autistic students’ role image,the richer their autism education strategies and the more positive attitude towards autism integration education.The results of this study have two implications for the inclusive education of autistic students: firstly,autistic children should pay attention to personality cultivation and behavior management when preparing for school;Increasing the educational experience and professional knowledge reserve related to autistic students will help teachers to know autistic students scientifically and comprehensively.