In the daily regional activities of kindergartens, most autistic children do not pay attention to whether there are people around them, their peers' interactions and play. They immerse themselves in their own world and play , just like they cannot feel the existence of people around them at all. At the same time, in daily life activities, they avoid, ignore or even quickly escape the invitations sent to children around them, which is very unfavorable for children to integrate into general education. "Does my child play with children" are also one of the most common questions parents ask teachers.
So helping children pay attention to their partners is an important step to integrate into the collective. During daily training, we usually guide our children in the following ways.
Starting from the interests of children, teachers guide
Special education teachers all have keen eyes. Teachers are best at observing children and discovering their interests.
At the beginning, the teacher will observe the toys and ways to play the children who are interested in, and use the toys to try more ways to play. If rotation is our children's favorite way, then the teacher can use rotation to follow the child's interests and observe how he plays the game. At the same time, use rotation to guide the children to discover, create and try to find more rotation toys. For example, use new toys and gameplay to attract children's attention. Guide the child to rotate on the table, rotate on his hands, and rotate on the two competitions; the method can also be changed, blowing rotation, finger typing, etc.;
We can also observe the toys that the child likes and add them to his game. First observe the toys the child likes, describe his gameplay, imitate his gameplay in the same environment, describe the situation of the two games, and play the game together; in this process, create obstacles naturally, knock down his toys, help him pick them up, and naturally join them. You can also take turns: the child performs once and the teacher performs once; when the competition is in progress, describe the competition between the two people; "You are better than me." Invite him to play in different places; let him feel that your joining is happy for him and he is willing to join.
During the game, more people can also be invited to join . However, in the early stage, they are joined one by one, and gradually join as the child's acceptance ability changes. Then there can be different changes in the rules: for example, when clicking who will participate, when playing the game: clicking who will let who will play; the form of the game where everyone plays together.
area activities can improve children's ability to observe others. The transformation from objects to people during the observation process, and the addition of peers will also add more gameplay. Children can imitate and learn the gameplay in this process, feel the joy of the game, and create different gameplay; In this process, the teacher can guide children to improve their ability to interact: ask your peers - how you played, teach me; ask your peers for help; - Can you help me pick it up?
At this stage, the main teacher acts as the leader, guiding children to pay attention to their peers and other gameplays is no longer a single and repetitive and rigid socially meaningless gameplay.
Starting from the interests of children, peers do guidance
After the joining of peers, children with autism can gradually accept their peers. At this time, the auxiliary teacher can gradually withdraw and give appropriate guidance when necessary. In this aspect, peers are the main ones, so that peers can organize activities that are interested in children. However, the requirements and gameplay of the peers are all proposed by peers. However, the rules continue to be the teacher-guided toys, but the instructions are replaced by peers and organize them. At this time, it is to obey peers' instructions and participate in the peers' guided games.
With the improvement of cooperation and execution capabilities, peers can also freely play and put forward requirements, allowing children to follow and participate until they can cooperate with all gameplay.
In regional activities, the teacher's guidance is part of it, and most activities still require children to participate alone. For children with autism, in this process, the teacher needs to guide other peers to join in the early stage, and in the later stage, the teacher needs to guide them to join the peers to . This stage can improve the children's ability to execute peers' instructions, argue when there are differences, and the ability to make requirements to peers; the ability to cooperate with peers' games is very important. If you cannot make suggestions, the focus is on cooperation, observing and discovering the needs of peers to give appropriate responses, which is also a good game activity. Then, assisting the teacher to provide appropriate and timely guidance is the key, assisting children to participate and cooperate with their companions to play.
As children's ability level improves, for children with better abilities, teachers will also try to guide children to organize games independently to affect their partners' behavior.
But in general, the attention of autistic children to their partners, communicate and play with other children is not achieved overnight, but a gradual process that requires the guidance of teachers and the acceptance of peers.
fusion training is an important part of Yitong 3+X rehabilitation model. Integrated education refers to integrating special children of appropriate degrees into a normal educational environment, allowing them to enter ordinary classes, and under the influence of the role models and demonstration role of ordinary children, use and develop the social imitation ability of autistic children, mobilize the social understanding potential of autistic children, and enable autistic children to actively promote emotional expression, social behavior, attention to follow-up, communication and cooperation.
Yitong's fusion kindergarten combines three autistic children in each class, and a special education teacher is also equipped with an assistive class. The ratio of special education and general education children is about 1:8-1:10. A high proportion of ordinary children form a strong guiding role for autistic children and achieve peer demonstration.
Yitong will simultaneously carry out integrated kindergarten screening and negotiations at the beginning of each other campus, striving to provide local children with a full system of rehabilitation training services. The integrated cooperation between Yitong Changsha Center and Changsha Qingguoshu Huaya Kindergarten has officially started. We hope that more children in need can make progress as soon as possible through scientific and effective early intervention and integrated education and return to general education!
