The School Experience of A Junior High School Student with High-Functioning Autism and Its Implications for Life Education

• Main Authors: SU-CHIH LIN, 林舒琪
• Other Authors: YI-HUANG SHIH
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/a624nt

碩士 === 經國管理暨健康學院 === 健康產業管理研究所 === 105 === The objective regarding this study is predominately aimed at exploring the experiences in relation to a "high-functioning autistic"student of a public junior high school.Meanwhile,the study primarily focuses on the features pertaining to high-functioning autism in line with the behavioral characteristics concerning junior high school students.Methodology-wise, the semi-structured in-depth interview, literature review and case-study analysis have been conducted to further put forward a certain concrete suggestions. Most significantly,based on the aforementioned, a four-point conclusion is de duced as follows： 1."High-functioning autistic" studied subject, i.e. the case student's interpersonal relationships at the junior high school: Reality-wise, it is exceedingly arduous for the studied subject, the case student to reinforce friendship with her peers specifically owing to she is unable to comprehend others' perceptions and tends not to take the initiative to communicate with others. Similarly, due to the studied subject indicated above seems to be intimidated by the authority of teachers, she encounters the identical issues when it comes to establishing the interpersonal relationship with teachers. Meanwhile, the teachers merely have relatively-limited spare time to reinforce the bond with her. As a consequence, the relationship between the studied subject, i.e. the autistic student and her teachers seems to be detached. 2."High-functioning autistic" studied subject, i.e. the case student's academic learning circumstances and overall performance: In terms of the academic performance, the studied autistic student has excelled in the overall subjects, except the physical education.As regard to learning circumstances, explicitly, there are some concerns in connection with distraction, self-centered demeanor as well as incompetence of integrating into the cooperative teaching. As a result, constant reminders and attention from the fellow peers are required. 3. "High-functioning autistic" studied subject's behavioral conducts and misconducts: Compared with her fellow peers, the studied subject does not accept failure and unexpected scenarios well and is prone to respond to pressure with irritation and self-inflicted abuse. In accordance with the aforementioned, it is indispensable for her to possess a clandestine sanctuary where she could reconcile herself to the negative sentiment. With respect to the abstract things, visual illustrations or tabulation could be further utilized to deepen her impression. 4. The inspirational lesson extracted from life education and its application on the studied "high-functioning” autistic student’s experience at school: The most daunting challenge the studied subject encounters at school is peer bullying. Through life education, it enables the fellow peers to comprehend while appreciating the value of every individual life, which further helps them to learn and respect the disparate ethnic groups, significantly reducing the incidence of bullying.