Hello Shenzhen | Autism workshop自闭症患者工坊
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Autism workshop自闭症患者工坊

(For safety reason I will not reveal the identity of this young man)(因为安全原因我将在本文称呼我们学生“年轻人”)

“What inspired you to do this?”

“Because everyone deserves a fair chance, isn’t that what we’re doing here?”

“是什么启发你做这个工坊?”

“因为每个人都应该得到公平的机会,这不就是我们要做的吗?”

The late morning brought us to our first workshop for autistic people in March. The workshops are free charity events for people with autism, or on the spectrum. Walking into the workshop I saw 5 people standing by the laser cutter. Weird, only two signed up. Having had a closer look they were John, who’s leading the workshops, Jonathan, who organized this workshop, a young man in purple and a studded hat and two woman standing behind, observing. Jonathan whispered to me: “We have one student today, the two women are his caretakers.” Ah, that explains.

早上,我们开启了三月份第一个自闭症患者的工坊。 该工坊是一个为自闭症患者提供的免费慈善活动。 走进车间我看到5个人站在激光切割机。 奇怪,只有两位报名。 仔细一瞧,最前方是带领的工作坊的John,组织这个课程的Jonathan,一个身着紫色的年轻人和两位女士站在他身后观察。 Jonathan对我低声说:“我们今天有一个学生,两位女士是他的看护人。 

The young man seemed elated to be here, he was pacing around with a wide childlike grin, he was really curious about his surroundings. Not one with the words, I must say. He would point to things that interests him with a passion to express himself. 

这个年轻人似乎很为这堂课感到万分兴奋,脸上挂着一个巨大的笑容,他很好奇地打量他的周围环境。 不特别说话。但他会指着感兴趣的东西表达自己的心情。 

We were learning to use Inkscape and laser cutting today, we took our seats, (yes, including me), John directed us to find an image online. The young man seemed to be at a lost and didn’t take any action. His caretakers encouraged him softly and repeatedly to go on and asked him what he likes. I took the liberty of searching first in attempt to ease up the atmosphere, he went along and searched for the same thing. The caretakers reassured that he could do as he wishes in class. It took him a few minutes to get out of his comfort zone to search for something of his own interest. 

我们今天学习使用Inkscape和激光切割,我们各自在座位上安顿好后(是的,包括我),John指示我们在网上找一个图像。 这个年轻人似乎有点困惑,没有采取任何行动。 他的看护人轻轻地,反复地用不同方式问他鼓励他去找他喜欢的图案。 我开始主动搜索,试图放松气氛。这好像打破了僵局,他也开始搜索同样的东西。 看护人叫他放心,他可以按照他的意愿上这堂课。 我们花了几分钟让他放松下来,自如地搜索自己感兴趣的东西。

During lunch break, John brought out a toy looking electric saw. “This was what the young man made last time he was here, isn’t it nice?” Looking closer, it was not a saw at all, it was the model of a saw! And a rather well-made one with the shade of a hot pink color and a silver sprayed cardboard saw. The young man seemed shy to be talked about, or maybe proud. 

在午休时,John带出看起来像一个玩具的电动锯。 “这是年轻人上次他在这里做的,是不是很棒!”走近观察,这不是一个玩具电锯,这是一个电锯的模型! 可以看出是一个相当精心制作的呢,亮粉红色的身躯和银喷漆纸板锯齿。 这个年轻人似乎很害羞被夸奖,也或许是自豪。 

When documenting this, I asked John how far I could go as to describe our special student, John gave me this answer: “All people have difference learning styles, some people like to reads/write/listen, and some prefer hands-on techniques, it’s not always practical to do all of them at the same time, we need to tailor our teaching style according to the students. Give them the spaces they need, for some students it takes a long time, accommodate them, then come back, make assessment according to the result, make changes. It isn’t about what the student’s condition or situation is in, it’s about the way we convey the lesson and accommodate them.”

当记录这节课时,我问John我能用多详细的语言描述我们特殊学生,John给了我这个答案:“所有人学习风格都有差异,有些人喜欢读/写/听, 有些人喜好动手,但同时做到所有的并不实际。我们需要根据学生本人来设定我们的教学风格。 给他们需要的空间,对于一些学习速度比较慢的学生,适应他们,然后反省,根据教学结果做出评估,做出改变。 这跟学生的背景无关,而是在于我们传授知识和适应他们的方式。”

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