The core purpose of the integration of autistic children with class is to help them repair the defects of social functions, learn to get along with ordinary groups independently, learn to manage their own behaviors, truly integrate into the life and learning of ordinary communities, and prepare for the beginning of their future educational career and career.
fusion is not a formal fusion, but more importantly, a functional fusion. Therefore, there are key factors that determine the success or failure of integrated education.
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Individual differences among children with autism are very large. They cannot be admitted to the kindergarten or school naturally when they reach age to integrate with classes. Whether it is the integration of preschool or school-age, basic preparations must be made before integration.
Autistic children with lack of self-care ability or poor social adaptability are not suitable for direct integration. They need to undergo systematic intervention and rehabilitation training before class integration, and problems in their own behavior and collective adaptation must be solved. You must graduate in kindergarten before entering school and also undergo a professional evaluation.
Not all children can integrate with the class. Integration is the need for children's development, not the choice of parents. Fusion is a double-edged sword. Whether a child can adapt to the integration of class must be determined according to the specific situation of the child and meets the child's ability level and development needs.
must undergo professional evaluation and analysis. It is effective when it is evaluated to achieve the ability to integrate with classes. Otherwise, it will cause both losses in the integration of general education and special education, and it will not be able to achieve a win-win situation for both sides. It is of no value to the child's recovery and development, and it will also bring various other problems.
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needs professional support: general education teachers do not understand the characteristics of autistic children, nor do they have professional skills in early intervention for autistic children, nor do they know how to provide timely intervention support for autistic children in an integrated environment.
Therefore, in a normal group learning environment, professional special education teachers are also needed to accompany the children to support the class. Special education tutoring teachers to support the class, so it is difficult to avoid the integrated education of some kindergartens and schools becoming a "simple hybrid". The result of "simple mixing" may lead to social development stagnation in children with autism. If this is the case, class fusion is just a form and the true purpose of fusion cannot be achieved.
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needs to obtain environmental support: Social Learning Theory ( Bandula ) advocates that children obtain social behavior through observation and imitation.
If an ordinary kindergarten class can accept the integration of autistic children with class, the first thing to consider is to create a spatial environment for autistic children, such as seat arrangement and corner design, because seat arrangement can provide a good start for the integration of autistic children and provide a condition for autistic children to observe and learn good behaviors.
In terms of the material environment, try to provide some teaching tools and equipment suitable for the rehabilitation needs of autistic children to facilitate the operation and learning of autistic children. Finally, it is more important to create a support for the interpersonal environment, form an integrated atmosphere of acceptance of teachers in class and support of peer groups, and truly achieve the integration of psychological and social functions.
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wins the understanding and support of parents of ordinary children: in the form of lectures or other activities, popularize knowledge about autism to parents of ordinary children, strengthen cognition, eliminate prejudice, and win the understanding, acceptance and tolerance of ordinary parents. Otherwise, if autistic children become hostile due to misunderstandings, they will easily be isolated or forcibly persuaded to withdraw.
In addition, parents of autistic children should take some appropriate opportunities to actively provide some help to the class and children in the same class, and actively communicate with other parents when picking up and dropping off their children every day. On the one hand, they should win the support and help of their children by their peers, and at the same time, they should also strive for the understanding and support of ordinary parents to create a good support environment for their children.
fusion does not necessarily succeed in one go. Dynamic and gradual attempts to fusion must be adopted. On the one hand, it does not put more pressure on children, and on the other hand, it does not add too much difficulty and interference to general education, so as to achieve a win-win result of integration.
