自闭症幼儿融合教育模式探讨——以对一名自闭症幼儿开展8年融合教育的追踪研究为例  

A Model Case Study:Effective Educational Model of High-functioning Autistic Children Integrating into Ordinary Kindergarten

作　　者：李晓燕[1] 张玉敏[2] 

机构地区：[1]温州大学教师教育学院,温州325035 [2]福建师范大学教育学院,福州350117

出　　处：《幼儿教育（教育科学）》2016年第6期41-46,共6页Early Childhood Education(Educational Sciences)

基　　金：国家社会科学基金青年项目“汉语自闭症儿童会话技能发展研究”的研究成果之一,项目批准号:10CYY014

摘　　要：研究者对一名接受融合教育的自闭症幼儿进行了历时8年的追踪研究，系统梳理了其幼儿园及家庭生活的核心内容，全面展示了其逐步融入普通教育生活的历程，从中发现，成功的融合教育应建立一种基于心理安全岛的逐步融入程式，一种基于自闭症儿童主体性的共赢视角，一种基于发展共同体的合作框架。这三个方面共同建构了融合教育的有效教育模式。研究者对这一教育模式的推广可能性进行了较深入的分析。The researchers conducted a 8-year research of a preschooler with autism who is considered to be a model of successful example of integrated education. This paper systematically reviews the core contents of the child＇s life in kindergarten and at home, presenting the process of the child＇s integrating into ordinary kindergarten. The authors believe successful integrated education should have a formula integrating children gradually, a win-win perspective from the child with autism, and a cooperative frame for development community. Those three aspects construct effective model for integrating education. The researchers also analyze the possibility of promoting this type of education model.

关 键 词：自闭症 融合教育 教育模式 

分 类 号：G610[文化科学—学前教育学]