融合教育中特殊需要幼儿的社会参与状况及其影响因素--基于H市42个融合班级的调查数据分析  

On the Social Participation of Children with Special Needs in Integrated Education Based on the Survey Data Analysis of 42 Integrated Classes in H City

作　　者：刘双全 朱宗顺[2] 董翌暄 徐任红 Shuangquan Liu;Zongshun Zhu;Yixuan Dong;Renhong Xu(School of Education,Xinyang College,Xinyang 464000 China;Hangzhou Kindergarten Normal College,Zhejiang Normal University,Hangzhou 311231 China)

机构地区：[1]信阳学院教育学院,信阳464000 [2]浙江师范大学杭州幼儿师范学院,杭州311231

出　　处：《学前教育研究》2022年第1期46-58,共13页Studies in Early Childhood Education

基　　金：教育部人文社科基金项目“基于村域治理视角的农村学前教育发展体制机制研究:以浙北安吉县为例”(编号:14YJA880108)。

摘　　要：实现特殊需要幼儿的社会参与是学前融合教育的目标之一,这使得特殊需要幼儿的社会参与状况成为衡量学前融合教育质量的重要指标之一。本研究以来自H市14所幼儿园42个融合班级的89名特殊需要幼儿及其1133名同班普通幼儿为调查对象,基于同伴社会计量报告以及教师对特殊幼儿互动的评估,从同伴接纳、友谊/社会关系、同伴互动三方面考察特殊需要幼儿社会参与状况及其影响因素。结果发现,特殊需要幼儿社会参与状况总体堪忧,同伴接纳水平总体较低,消极互动水平较高且积极互动水平很低;个人维度中的外化问题行为和性别可以预测特殊需要幼儿社会参与,女童比男童更容易被同伴接纳,问题行为严重的幼儿则更容易被拒绝。提升特殊需要幼儿的社会参与,需要加强幼儿园资源教室建设,改善特殊需要幼儿的问题行为,强化家庭、幼儿园以及康复或干预机构之间的合作,等等。The social participation of children with special needs is one of the important goals of preschool integrated education,which affects the social development of children and the quality of integrated education.This study took 89 children with special needs and 1133 ordinary children from 42 integrated classes of 14 kindergartens in H city as research objects.Based on peer sociometric report and the evaluation of teachers for special children’s interaction,the social participation status of children with special needs is analyzed from three dimensions(peer acceptance,friendship/social relations,interaction).It is found that the overall social participation of children with special needs is worrying,and only a small number of children have a positive situation.88.8%of children with special needs are lower than 1/4 digit of their peers in peer acceptance level.76.4%of children with special needs have no friends,while children without special needs are more popular.Children with special needs have high level of negative interaction and low level of positive interaction.Externalized problem behavior and gender can predict the social participation of children with special needs.Suggestions on improving the social participation of children with special needs are followed,such as paying attention to the construction of kindergarten resource classrooms,improving the problem behaviors of children with special needs,and strengthening cooperation among families,kindergartens and rehabilitation or intervention agencies.

关 键 词：融合教育 社会参与 特殊需要幼儿 

分 类 号：G619.2[文化科学—学前教育学] G769.2[文化科学—教育学]