fusion education should make children with disorders physically and mentally achieve physical, social and functional fusion in normal classes.
When students with physical and mental disorders can incorporate ordinary classes in their bodies, learning, and social life, and true integration education can be achieved. So, what support does autistic children need in the process of settlement?
01, Special support teacher directly supports
Children, in order to facilitate the teacher to assist the teacher (we are doing any assistance to the teacher (we are doing any assistance. Before the form, you must think of how to revoke the auxiliary, do not let your child form dependencies), you can The fusion children are arranged together; when the child basically adapts, according to the child’s situation, the child with the best adaptability can be arranged in other groups and find a companion for the child to facilitate the child to refer to and get the support of the companion’s support. ; As the child adapts, the two children are divided into different groups.
Case: Yuanyuan Shang Kindergarten Class. When the children lined up, the teacher arranged Yuan Yuan at the end of the team. In order to improve the concentration of Yuanyuan, the teacher put the location of Yuanyuan from the last arrangement to the first one to the first one to the first one. This has greatly increased the chance of watching with the teacher. The teacher has more opportunities to pay attention to him, and his concentration will be greatly improved. The principle of the
arrangement position should consider the position where teachers are easy to monitor and assist or assisted by companions. However, when arranging the location, the teacher should pay attention to not only considering the arrangement of the child in a position that is not easy to distraction or disturbed, but also pay attention to this position to make the child integrate into the class without labeling. For example, some teachers arranged their children on a separate seat near the teacher. The teacher can take care of it without affecting other children's class, but this forms isolation education in the ordinary environment. Fusion in sense.
02, Pu Teacher
Education emphasizes the minimum environment and maximum support. In order to achieve true integration, the close cooperation of ordinary education and special education must be emphasized.
is different according to the phased phase of the fusion, and the support of the children's support for children is also different. The responsibilities of the general teacher are to face all children, of course, including different children in the class. The teacher is responsible for making suggestions on the integration of children based on their observations and judgments, and provides support for suitable situations. Teachers and special teachers need to cooperate. Whether it is the intervention of the special education teacher or the intervention of the general teacher, the purpose is to improve the quality of integration, and cannot form a disguised isolation education because of the entry of the special education teacher.
03, Teacher supports
fusion education. Special education teachers or general teachers need to provide children with the same age of contact with ordinary students, and provide systematic strategic guidance and assistance to the interaction of autistic children.
/ / Panisher Choosing
is very important for autistic children. It is very important to choose the right companion. The key to whether the companion is appropriate depends on whether our children are acceptable and willing to be with him. Rather than the acceptance of children with autism children, it is better to be a true acceptance of autism children. Whether you can truly accept it requires the keen observation ability of special education teachers.
// companion supports
autism children who enter the general environment first are the conventional problems in the collective environment. The collective environment has requirements for each member of each of them: you can't do what you want to do as you want, but to comply with the collective requirements, and distinguish your ideas and collective requirements. The problems that
autism children occur in kindergartens are because they do not understand the collective environment, not that they deliberately destroy or make trouble.Understand this, we can know how to solve the problem. For example, using the direct support or role model of companions to give children support in a timely manner, and combine children's active observation and learning with companion support, which is more conducive to improving children's independent adaptability. The implementation of
fusion education should allow children with disorders of physical and mental and mental can achieve physical, social and functional fusion in normal classes.
When students with physical and mental disorders can incorporate ordinary classes in their bodies, learning, and social life, and true integration education can be achieved. So, what support does autistic children need in the process of settlement?
//regional activity supports
regional activities. Because of great autonomy, it is deeply loved by kindergarten children. However, it is precisely because the child's autonomy is very high. For autistic children, regional activities are easy to flow in form, causing children to do nothing and delay the child's time.
In regional activities, the teacher's guidance is very, very important. The role of regional activities is to increase the opportunity to interact with children and companions, and learn the gameplay in interaction to improve their toy skills. But this requires gradual improvement, not such a requirement at the beginning.
//companion is help object
autism. Children will encounter such difficulties in kindergarten. At the beginning It becomes an important turning point for children with autism.
//developed from a companion to a fixed playmate
practice proves that playmates play a vital role in entering the ordinary environment, especially entering elementary schools. They are not only playmates, they are also the sustenance of autistic children's psychological .
04, Integration Education Parents support
for autistic parents, what is the role of parents? Parents of children with autism often put their energy on changing their children. It is very limited to change their children to adapt to the environment through their own efforts.
has different needs during different development periods. Children's growth is not enough by parents' efforts. Children need support from professional institutions, support of social environment, including kindergarten support, school support, community support, etc. Only in this way can children go further.
(1) Parents must first do their own roles, clear their duties, and grasp their positioning.
//Parents is the child's emotional protector. It is not the trainer
. Parents delay their precious training time while creating themselves. You have delayed your child for two or three years. In recent years, it is the most precious golden time for preschool children. Parents can think about what ways to find a mature teacher compared with themselves to make their children more benefit?
Second, in the family, parents should weigh the roles of trainers and mothers. How can they balance these two characters? As a mother, you cannot guarantee that he is not emotional and needs regular adjustment. Because it is a mother, I can't be objective, rational, and calm at looking at many things. As a trainer, it will definitely affect the family and children's affection. The mother's role is an emotional protector, the heart comforter, which cannot be replaced by anyone else. The sense of security is the foundation of children's interaction. Parents should distinguish what is the child's normal emotional needs and what is the child's behavior problem. In exchange for the so -called behavioral correction effects of sacrificing children's normal emotions. Among them, parents should be carefully weighed.
//Parents is the guidance of the child, not the examiner
examiner's attention. The guide is concerned about the process of participation. The method of the guidance is: pay attention to the process of the child's goal and guide the child to actively achieve the goal.The examiner told the child what he could not do, and the guide told the child what he could do and how to do.
//Parents is an architect with a psychological environment,
Parents are supporters of their children. This support first manifested in psychological support. In Family Education , parents' functions are first to establish a good parent -child relationship with their children. Because the child's interpersonal communication experience begins with his father and mother, and the child brings this experience to the environment outside the family, such as kindergartens and communities. A child who has sufficient and good parent -child experience will show a positive desire for interpersonal communication in kindergarten and have strong autonomy in behavior. On the contrary, children with bad parent -child relationship experience show timidity and shrinking in kindergarten.
(2) Parents should learn to use and integrate surrounding social resources.
//Differential Resources
What is the surrounding resources? Popularly, it is the person you can help you, including loved ones, friends, unit leaders, colleagues, neighbors, and kindergartens and institutions teachers, parents, children, etc. Some parents are often prone to worry about being discriminated against by others because of their children's problems. They are afraid that the fragile mind will be harmed again and fall into a state of self -closed. Therefore, many resources that can be used to support them will become lonely people.
//Reasonable Integrated Resource
The key is to identify the relationship between various resources and reasonably integrate. The premise of integrating resources is to determine the idea, that is, to determine what idea integration around. For children with early integration education, returning to the mainstream is the main line.
kindergarten education is the main road, what is the supporting road? It is those who help children walk better on the main road, such as training institutions. The functions of the auxiliary road must be targeted at the problem on the main road and solve it in a targeted manner. Regardless of the main road or auxiliary road, you should work hard in one direction. For example: First of all, find out the problems of children in kindergarten, which problems can be solved in kindergarten, which problems cannot be solved by kindergartens, and must be solved with other supplementary methods.
In kindergarten, each special family needs the support of kindergarten teachers, the support of ordinary parents, the support of other special parents, the support of children, and the support of institutional teachers. The role of parents is to provide children with this support. Of course,
Of course, in this diverse society, people who do not understand, laughs, and discriminate are existing, but we cannot deny that there is sunshine on the earth because of the existence of cloudy days. We have seen that more and more kindergartens have accepted our children, and more kindergarten teachers actively ask for special education and actively communicate with special education teachers. This is a gratifying social progress. To create a social support for our children, we must rely on everyone's joint efforts.
