基于融合教育理念的孤独症学生社会交往干预个案研究

A Case Study on Social Interaction Intervention of Autistic Students Based on Fusion Education Concept

本文报告了一项孤独症学生社会交往干预个案研究。在学生家长与班主任的配合下对一名普通小学的三年级孤独症学生进行为期八个月的社会交往行为的干预,分别采取了视觉文本干预、游戏与文化介入(PCI)、人际关系发展干预(RDI),在干预过程中发现同伴介入的游戏干预效果最为明显。本干预个案研究说明,同伴介入的游戏干预既有利于特殊儿童的社会交往技能的提高,又有利于普通儿童仁爱之心的培养,对孤独症学生的社会融合具有重要意义。

This paper reports a case study of social interaction intervention for autism students. In cooperation with the parents of the students and the teacher in charge of the third grade students with autism on an ordinary primary school of social intercourse for a period of eight months of intervention, intervention adopted visual text intervention, games and culture(PCI), the interpersonal relationship development intervention(RDI), in the process of intervention effect game intervention intervention peer the most obvious. The case study shows that the intervention, peer intervention game intervention is conducive to the special children's social skills improved, and is conducive to the cultivation of ordinary children charity, for autistic students social integration has important significance.