文献类型：期刊文献

中文题名：融合教育中孤独症幼儿社会情感能力发展干预个案研究

英文题名：A Case Study of Intervention on Social and Emotional Competence of Children with ASD in Inclusive Education

作者：刘宇洁[1];乌云高娃[1];单银雪[2];温艳玲[2]

第一作者：刘宇洁

机构：[1]北京联合大学师范学院,北京100011;[2]北京市西城区名苑幼儿园,北京100032

第一机构：北京联合大学师范学院

年份：2024

卷号：38

期号：3

起止页码：38-48

中文期刊名：北京教育学院学报

外文期刊名：Journal of Beijing Institute of Education

收录：国家哲学社会科学学术期刊数据库

基金：教育部人文社科研究规划基金“融合教育背景下建构幼儿园社会性情绪教育模式的研究”(22YJA880035);中国学前教育研究会“十四五”研究课题“幼儿园特殊需要幼儿社会性情绪教育的研究”(K20210002)。

语种：中文

中文关键词：融合教育;孤独症幼儿;积极行为支持;社会情感能力

外文关键词：inclusive education;children with ASD;positive behavioral intervention and support;social and emotional competence

摘要：高质量的学前融合教育是公平优质学前教育的重要组成部分,发展特殊需要幼儿的社会情感能力有助于提高幼儿融合教育质量。以积极行为支持的理念与方法对一名孤独症幼儿开展融合教育,结果显示该幼儿的社会情感能力获得一定发展,在遵守社会规则、和谐相处与冲突解决、情绪表达、情绪调节领域的能力有所提升,问题行为程度减轻,班级融合和适应水平有所提高;同时,班级形成了积极支持的环境,教师融合教育能力得到发展。建议:对特殊幼儿融合教育应聚焦社会情感能力的培养,以积极行为支持方法嵌入幼儿一日生活和教学中;教师应不断提升自身融合教育专业水平,为优质学前融合教育的实施奠定师资基础。
High-quality inclusive education is a crucial part of equitable and effective preschool education.Developing the social and emotional competence of children with special needs is instrumental in improving the quality of inclusive education.This study adopts the concept and methodology of positive behavioral intervention and support to conduct inclusive education for a child with autism spectrum disorder(ASD).The findings indicate notable progress in the child′s social and emotional competence development.Specifically,improvements have been made in adherence to social norms,harmonious coexistence,dispute resolution,emotional expression and regulation.A reduction in problem behaviors has also been reported,along with enhancement in classroom integration and adaptation.Furthermore,the study discovers the creation of a positive and supportive classroom environment and the development of teachers′ capabilities in inclusive education.It suggests that inclusive education for children with special needs should focus on the cultivation of social and emotional competence,incorporate positive behavioral intervention and support into children′s daily activities and learning.Additionally,teachers′ professional development is essential to ensure a high-quality inclusive education for preschool children.