自闭症小学生随班就读融合结果的个案研究

发布时间：2018-07-01 10:10

本文选题：随班就读 + 融合结果　；参考：《辽宁师范大学》2016年硕士论文

【摘要】：自20世纪80年代以来,随班就读逐渐发展成为我国特殊教育的主体形式。近年来,越来越多的自闭症儿童开始进入普通学校随班就读,以寻求融合教育。然而,人们经常可以听到关于自闭症儿童在普校中受到不公平待遇或遭劝退的新闻或消息。这不得不引起人们的反思,并引发学者去探究自闭症的随班就读融合教育究竟发展如何:在普通班级中,自闭症儿童是否能获得接纳,融入其中,和同伴建立良好的互动、和谐的关系,是否能参与学校的活动,获得能力的发展。这也是本研究的主旨之所在。本研究在分析以往的研究文献的基础上,综合采用同伴提名、问卷调查、观察访谈多种方法,质量结合地从同伴关系和学校参与两个视角来调查个案在班级社交网络中的融合结果,具体考察自闭症个案在普通班级中的同伴接纳、友谊、同伴互动以及常规适应、活动参与。本研究结果显示:在同伴关系上,个案在班级中属于受欢迎类型儿童,被接纳融入到班级的社交网络中,并同时处在两个(一个由5人构成,一个由4个人构成)“中级”地位的小众玩伴团体中;在这个团体中,有3名同学视他为最好朋友,并和他发展出友谊关系,但是个案和同伴间的这种友谊关系不具有对等性;在班级社交网络中互动时,个案与同伴互动方式简单,同伴都会积极引导他,经常处于被帮助、被照顾的角色。在学校参与上,基本适应学校常规,简单的参与一些班级活动,进行浅层次的社交,形式上参与课堂。因此,我们可以得出结论:个案融合结果较好,他很好地实现了形体上的融合,获得较高地同伴接纳度。在社会融入上取得一定成果,基本适应学校这个小的社会单元。他隶属于班级结构中的次级地位,拥有自己的小众玩伴团体,拥有几个好朋友,虽然他无法给予朋友高质量的友谊,但是获得来自朋友的正常友谊关怀;虽然和同伴之间交往的模式较为简单,但是在活动中并没有被同伴所冷落,而是得到同伴大量的关注;他能基本适应学校常规,基本遵守班级纪律,简单地参与班级活动。分析个案融合结果的原因,认为是老师的接纳、同学的包容与帮助、陪读老师的努力以及家长正确融合理念共同作用的结果。基于此,建议学校从创设资源教室和制定个别化教育计划两方面入手,在个案的融合教育中发挥更大作用。
[Abstract]:Since 1980's, studying in class has gradually become the main form of special education in China. In recent years, more and more autistic children have begun to attend regular schools to seek integrated education. However, people can often hear news or news that autistic children are unfairly treated or discouraged from school. This has to lead people to think about it, and to ask scholars to find out exactly how integration education in the autism class has developed: whether autistic children can be accepted, integrated, and interact well with their peers in regular classes. The harmonious relationship, whether can participate in the school activity, obtains the ability development. This is also the main purpose of this study. Based on the analysis of previous research literature, this study adopts the method of peer nomination, questionnaire investigation and interview. From the perspective of peer relationship and school participation qualitatively, we investigated the fusion results of individual cases in class social network, and investigated the peer acceptance, friendship, peer interaction and routine adaptation of autistic cases in ordinary classes. Participation in activities. The results of this study show that in peer relationships, the case is a popular type of child in the class, is accepted into the social network of the class, and is in two (one consisting of five people). A small group of "middle-class" playmates, in which three students consider him best friend and develop friendships with him, but the friendship between individual cases and peers is not equal; When interacting in class social networks, the interaction between individual cases and peers is simple, the peer will actively guide him, often in the role of being helped and taken care of. In the school participation, basic adapt to the school routine, simple participation in some class activities, shallow social, formal participation in the classroom. Therefore, we can draw the conclusion that the result of case fusion is better, and he achieves good physical fusion and gains higher peer acceptance. In social integration to achieve certain results, basic adaptation to the school as a small social unit. He belongs to the secondary position in the class structure, has his own small group playmate group, has several good friends, although he can not give friends the high quality friendship, but obtains the normal friendship care from the friend; Although the mode of communication with peers is relatively simple, it is not neglected by peers in the activities, but it gets a lot of attention from peers; he can basically adapt to the school routine, obey class discipline, and participate in class activities simply. The analysis of the reasons of the case fusion results shows that it is the result of the teachers' acceptance, the students' tolerance and help, the efforts of the reading teachers and the parents' correct integration ideas. Based on this, it is suggested that schools should start with the creation of resource classrooms and the formulation of individualized education plans to play a greater role in the integration education of individual cases.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G76

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