贫困地区学前融合教育的实践与探索

The Possibility and Challenge of Preschool Inclusive Education Practice in Poverty Area in China

本文采用行动研究法,选择我国少数民族贫困地区,通过残疾幼儿的安置、必要的学习和生活帮助、家庭帮扶支持,以及融合幼儿园的教师培训等,进行学前融合教育的实践与探索,结果发现,贫困地区实施学前融合教育具有可行性,同时,贫困地区学前融合教育也面临着诸多挑战。最后,提出了贫困地区学前融合教育的建议。

China has a vast territory and a large gap between urban and rural areas, so it is difficult to promote the Inclusive education. Through practice, there are four possibilities of implementing preschool inclusive education form this study concludes, that Kindergarten curriculum is closely integrated with children＇s life, and their ability to improve during natural use; the effect of early intervention was remarkable; kindergartens do not have pressure to study, and have the advantage of implementing inclusive education, and the environment provides a natural situation in which children learn and grow; the plasticity of young children is extremely strong, early intervention allowed the common child to experience the diversity of human beings, make exceptional children can adapt to the mainstream society in advance. The challenges are that the concept of parenting are lagging behind; kindergarten director and teachers lack the idea of inclusive education; inadequate support and insufficient conditions from the environment.