Difficulties and Recommendations for the Implementation of Learning in Regular Classrooms among Children with Autism Spectrum Disorders in China

Abstract

Developmental disability, known as autism spectrum disorder (ASD), is brought on by variations in the brain. People with ASD struggle with repetitive activities or interests, as well as communication and social engagement. Nowadays, there is an increasing number of children with ASD in China. They are gradually gaining public attention on the improvement in their societal situation from all aspects. Learning in Regular Classrooms (LRC) is the most direct and effective way for children with ASD to overcome social communication barriers and integrate into society. However, educational problems related to LRC arose as well. In this paper, the author studies issues in the implementation of LRC among children with ASD and gives recommendations accordingly. Conclusions can be drawn that issues lie in teachers professionalism, family education, school culture, and social prejudice, and achieving a high-quality implementation requires the joint efforts of schools, society, and the government.