ESTEducational Science Theory2995-48352995-4843Art and Technology10.61369/EST.2025080010Article自闭症学生教育：家校合作的实践探索https://artdesignp.com/journal/EST/3/8/10.61369/EST.2025080010魏雪颖2025382025-08-20自闭症谱系障碍（ASD）儿童教育需家校协同支撑，但现有家校支持常缺乏有效衔接。本研究立足自闭症谱系障碍干预教育视角，以布朗芬布伦纳生态系统理论为基础，探究家校合作对自闭症谱系障碍儿童教育包容性的保障机制，聚焦影响其核心技能发展的家校合作教育维度。研究发现，家庭参与、家校关系质量、教育认知共识是关键维度，其中双向教育沟通是协同核心，可显著提升自闭症儿童学业表现与社会适应能力。高质量家校合作不仅优化儿童发展结果，还能提升家庭教育质量与教师干预效能。本研究为教育工作者提供实践启示，未来需聚焦家校协同具体路径，构建教育闭环。自闭症谱系障碍（ASD）,家校合作,教育包容性,教育干预

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