本文選題：海珠區(qū) + 孤獨(dú)癥兒童��； 參考：《四川師范大學(xué)》2011年碩士論文

【摘要】：孤獨(dú)癥自被發(fā)現(xiàn)至今雖然已有60多年,但仍然是醫(yī)學(xué)界有待攻克的一大難題。醫(yī)學(xué)的終點(diǎn)也許正是教育康復(fù)的起點(diǎn),目前我國學(xué)齡期孤獨(dú)癥兒童主要安置在特殊學(xué)校、專門的訓(xùn)練機(jī)構(gòu)和普通小學(xué)內(nèi)。在普通小學(xué)隨班就讀既能夠保證孤獨(dú)癥兒童平等受教育的權(quán)利又能體現(xiàn)融合教育的精神內(nèi)涵,所以有越來越多的地區(qū)將中輕度孤獨(dú)癥兒童安置在普通小學(xué)進(jìn)行隨班就讀。由于我國孤獨(dú)癥兒童普小隨班就讀安置起步的時間比較晚,所以我國目前針對孤獨(dú)癥兒童普小隨班就讀較為廣泛和全面地調(diào)查研究還相對較少。 本研究通過首次對廣州市海珠區(qū)16所具有代表性普通小學(xué)的21個班級的隨班就讀孤獨(dú)癥兒童在同伴交往、學(xué)習(xí)參與程度、集體活動參與程度、問題行為及班主任適應(yīng)性幾個方面進(jìn)行了較為詳細(xì)的調(diào)查和走訪,經(jīng)數(shù)據(jù)統(tǒng)計和分析發(fā)現(xiàn)海珠區(qū)孤獨(dú)癥兒童隨班就讀目前所面臨的問題和困難,并得出海珠區(qū)孤獨(dú)癥兒童普小隨班就讀存在兩種層次,即：形式上的隨班就讀和社會融入式的隨班就讀的結(jié)論。同時分析了造成這兩種層次隨班就讀的原因,如：普小對孤獨(dú)癥兒童教育安置模式單一；相關(guān)教師缺乏必要的教育康復(fù)知識技術(shù)；學(xué)校教育康復(fù)硬件設(shè)施缺乏等。最后針對這些問題提出了發(fā)揮隨班就讀教科研指導(dǎo)中心的作用,建立隨班就讀工作聯(lián)絡(luò)點(diǎn)；為隨班就讀孤獨(dú)癥兒童制定個別化教育計劃并實(shí)施個別化教育；以資源教室為中心提供孤獨(dú)癥兒童教育康復(fù)訓(xùn)練等建議。
[Abstract]:Although it has been more than 60 years since autism was discovered, it is still a difficult problem for the medical profession.The end point of medicine may be the starting point of educational rehabilitation. At present, school-age autistic children in China are mainly placed in special schools, specialized training institutions and ordinary primary schools.Studying in regular primary schools can not only guarantee the equal right of autistic children to receive education, but also reflect the spiritual connotation of integrated education. Therefore, more and more regions place children with moderate and mild autism in ordinary primary schools.Due to the late start of primary school placement for autistic children in our country, there are relatively few researches on the general primary school attendance of autistic children in China.In this study, for the first time, 21 classes of 21 classes in 16 representative elementary schools in Haizhu District, Guangzhou City, were studied in peer interaction, learning participation, collective activity participation.The problem behavior and the adaptability of the head teacher were investigated and interviewed in detail. Through statistics and analysis of the data, it was found that the current problems and difficulties faced by autistic children in Haizhu district.It is concluded that there are two levels in primary school attendance of autistic children in Haizhu district, that is, formal and social integration.At the same time, it analyzes the causes of these two levels of in-class study, such as: the simple model of education and placement for autistic children, the lack of necessary education and rehabilitation knowledge technology of relevant teachers, the lack of school education rehabilitation hardware facilities and so on.In the end, the author puts forward the function of teaching, teaching, research and guidance center, setting up the working contact point, making individualized education plan and implementing individualized education for the autistic children in the class.To provide education and rehabilitation training for autistic children centered on resource classroom.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：G760;G629.2

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