Psychologist's activity in the school inclusion of students with autism and intellectual deficiency

Abstract The objective of the study was to operationalize the performance of the psychologist-researcher in the process of school inclusion of students with autism (ASD) and intellectual disability (DI), based on interventions applied by teachers and parents; and evaluate the reading and writing learning of the experimental group (exposed to interventions) and control. It was attended by 14 students, seven parents and nine teachers. The procedure involved the planning of the interventions, the training with the agents, the application of the interventions and supervision by the psychologist, post-test and follow-up. The performances of the control group did not present many variations between pre- and post-test. The experimental group went from zero to higher performance in the post-test (reading: 33%, 75% and 100% correct for others, written: 50%, 75%, 75% and 100% correct for the others). The performance of the psychologist contributed to the inclusion of students with ID and TEA, in spite of the segregating practices performed with this public, in previous decades.摘要 本研究旨在基于教师与家长实施的干预措施，明确自闭症（Autism Spectrum Disorder, ASD）与智力障碍（Intellectual Disability, DI）学生的学校融合进程中心理学家-研究者的履职范式，并对干预组（接受干预）与对照组学生的读写学习效果进行评估。本研究共纳入14名学生、7名家长及9名教师参与。研究流程涵盖干预方案规划、对参与主体的培训、干预实施与心理学家督导、后测及追踪测评。结果显示，对照组学生的读写表现在前测与后测间未出现显著变化；干预组学生的后测读写表现从零提升至较高水平：阅读能力维度上，其余测试项正确率分别为33%、75%与100%；书写能力维度上，其余测试项正确率分别为50%、75%、75%与100%。尽管过往数十年间针对该群体存在隔离式教育实践，但心理学家的工作仍有效推动了智力障碍与自闭症谱系障碍学生的学校融合进程。