自闭症幼儿学前融合班级建设的思考

Abstract

学前融合教育践行儿童发展关键期理论，是自闭症儿童接受基础义务教育的前提，它对自闭症儿童未来的教育和生活产生了直接的影响。文章首先探讨了我国学前融合教育以及当前自闭症幼儿从融合教育中受益的现状，继而围绕学前融合班学习双主体这一特点总结学前融合班级建设的有关问题，以期促进自闭症幼儿社会性发展，并呼应和完善融合教育理念及人文主义生态效应。学前融合班级的建设在理念上要遵循教育机会平等，在具体建设时关注自闭症幼儿课程的设置与实施、教学活动的实施、强调班级与家庭的联系以及自闭症幼儿与普通幼儿的交互作用。 Preschool inclusion practices the critical period theory for the development of children. It is the precondition of autistic children to receive basic compulsory education. It has a direct impact on the future education and life of autistic children. This paper first discusses the inclusion preschool education in our country and the current situation of autistic children benefited from the integration education, and then turns around the learning double subjects to summarize relevant problems of the construction of the preschool inclusion class, which will promote the autistic children socially in development and make education and humanism ecological effect. Preschool inclusion class should follow the concept of education equality of opportunity, and also take more attention in the setting and implementation of the course and teaching activities, and besides, there should be an interaction between class and family, and also the autistic children and normal children.