ADHD儿童融合教育干预个案研究

A Case Study of Inclusive Education Intervention of the Child with ADHD

通过干预,促使一名ADHD儿童更好地融入学校生活。文章基于人类发展生态学理论,针对个案所处的微系统和中间系统,综合运用游戏治疗、感统训练、沙盘活动、认知干预等方法对儿童、相关教师和家长开展干预。通过干预,个案的注意力和情绪行为表达得到一定程度改善,教师及家长对个案的关注、理解与包容增加。主张教师和家长需正向看待ADHD儿童行为,给予更多理解和包容;开展具有针对性的合理教育干预,可以促进ADHD儿童的发展;发挥融合教育优势,为ADHD儿童发展提供全面支持。

Objective: Through intervention, a child with ADHD(Attention Deficit Hyperactivity Disorder)was better adapted to school life. Methods: Based on the theory of human development ecology, based on the micro-system and mesosystem of the case, the play therapy, cognitive intervention and other methods were used to intervene children, related teachers and parents. Results: Through intervention, the child’s attention and emotional behavior expressions had been improved to some extent. Teachers and parents had increased their concern, understanding and tolerance. Conclusion: Teachers and parents should take a positive view of the behavior and give more understanding and tolerance for children with ADHD. Carrying out targeted rational educational intervention can help them and bringing the advantages of integrated education to provide comprehensive support for the development of children with ADHD.