摘要
学前阶段是孤独症儿童的最佳融合时机,将孤独症儿童安置于融合环境已成为国际特殊教育发展的大趋势。美国是较早推行孤独症儿童学前融合教育的国家之一,具有相对丰富的理论研究和实践经验。本文梳理近三十年美国孤独症儿童学前融合教育安置的相关研究,总结孤独症儿童学前融合教育安置情况、影响因素以及孤独症儿童在学前融合环境中取得的教育成就与存在问题,以期为我国孤独症儿童学前融合教育的理论研究与实践开展提供参考。
Preschool is the best time for inclusion,and placement of children with autism in inclusive settings has become a major trend in the development of international special education.The United States is one of the early implementers of preschool inclusive education for children with autism,and has relatively rich theoretical research and practical experience.This article reviews the research on preschool inclusive education for children with autism in the United States in the past 30 years,and summarizes the situation of preschool inclusive education for children with autism,the influencing factors,and the educational achievements and problems of children with autism in the preschool inclusive environment,in order to provide a useful reference for the theoretical research and practice of preschool inclusive education for children with autism in China.
作者
左娟娟
贺荟中
ZUO Juanjuan;HE Huizhong(Faculty of Education,Tangshan Normal University,Tangshan,063000;Inclusive Education Research Center,Department of Education,Beijing Normal University,Beijing,100091)
出处
《中国特殊教育》
北大核心
2023年第4期51-58,共8页
Chinese Journal of Special Education
基金
2021年度国家社会科学基金重大项目“汉语自闭症人群的社会融合路径研究”(21&ZD293)
2019年度上海市教育委员会科研创新计划人文科学重大项目“自闭症谱系障碍高风险儿童客观化指标的纵向研究”(2019-01-07-00-05-E00007)
2023年度河北省高等学校人文社会科学研究项目“新文科视域下PBL教学模式在特殊教育专业康复类课程中的应用”(SZ2023194)阶段性成果。
关键词
孤独症儿童
学前融合教育
美国
children with autism
preschool inclusive educationn
the United States
