【摘要】：自閉癥譜系障礙兒童的健康發(fā)展不再局限于治療和康復(fù)訓(xùn)練,為他們提供更具有效性、包容性、發(fā)展適宜性和可接受性的教育已成為當(dāng)下自閉癥譜系障礙兒童發(fā)展的全新導(dǎo)向,融合教育是其發(fā)展所需。由于自閉癥譜系障礙兒童環(huán)境需求的特殊性、個(gè)體差異性、正常兒童及其家長(zhǎng)對(duì)自閉癥譜系障礙兒童的排斥等原因,融合教育面臨著諸多困難。從學(xué)校環(huán)境設(shè)置、校長(zhǎng)的倡導(dǎo)和監(jiān)督、教師的態(tài)度與培訓(xùn)、同伴的同化和引導(dǎo)四個(gè)方面構(gòu)建學(xué)校支持體系框架,有助于自閉癥譜系障礙兒童融合教育的實(shí)施。
[Abstract]:The healthy development of children with autism spectrum disorders is no longer limited to treatment and rehabilitation training and provides them with a more effective, inclusive, development-appropriate and acceptable education that has become a new direction for the development of children with autism spectrum disorders, Integrated education is necessary for its development. Due to the particularity of children's environmental needs, individual differences, and the rejection of children with autism spectrum disorders by normal children and their parents, integration education is facing many difficulties. The framework of school support system is constructed from four aspects: school environment setting, principal's advocacy and supervision, teachers' attitude and training, peer assimilation and guidance, which will contribute to the implementation of integrated education for children with autistic spectrum disorders.
【作者單位】： 寧夏大學(xué)教育學(xué)院;
【分類號(hào)】：G76

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