Analysis Of The Different Places Of Education Status And The Effect Of Training For Children With Autism

Objective: This study emphasis on the education of the special group who is suffering from autism, improvement of special education as an overall target, preliminary study of different educational direction and current situation of interaction of the children with autism and make policy and suggestions for the smooth progress of rehabilitation.Methods: Among 70 autistic children receiving rehabitation trainning in a rehabilitation center in Urumqi. 45 children with individualized trainning plan trainning 1year in a row,according to whether the family training is applied children are divided into training group1(do family training on the basis of institutions training) 31 and training group 2(family training not applied)14,and select 25 children with autism who have not received any training as a non-training group. apply Autism Behavior Checklist(ABC)and Childhood Autism Rating Scale(CARS)and evaluate the difference in improvement of the behavior of those children.Evaluate the mental health status of parents by applying Self-rating Depression Scale(SDS), Self-Rating Anxiety Scale(SAS)and Symptom Checklist-90(SCL-90).Furthermore, understand the status and problems of rehabilitation institutions,teachers, schools and communities through on-site interviews and telephone interviews and propose suggestions. Result: ⑴ Institutional training children with ABC and CARS scale score decreased significantly than before training(P<0.01); better language skills improved by younger children(OR=0.439, P=0.015,95%CI:0.227-0.850). ⑵ Significant differences among the three groups of children(P<0.01); the non-training group children’s perception, communication, sports, life self-care ability score higher than group 1 and group 2; group 2 children in the ability of feeling and life self-care ability were higher thangroup 1. Autistic children parents symptom self-assessment scale factor score higher than the norm.parents of children with autism anxiety factor scores were significant differences between the norm(P<0.01); depression,hostility,terror,psychotic factor scores were statistically differences between the norm(P<0.05); and obsessive-compulsive symptoms, interpersonal, there was no statistically significant difference between the norm(P>0.05); anxiety scale, self-rating depression scale scores were statistically differences between the norm(P<0.05).⑶Demand Survey: "Parent’s access to education grants"(92.85%), "get professional counseling services"(87.14%), "how to teach children"(85.71%), "and professionals have more time to talk about the child’s problems"(80.00%), "how to deal with children’s behavior problem"(77.14%), "hope that the community will accept my child"(77.14%), " children living skills guidance"(72.85%), "to get a living allowance"(68.57%), "I hope my family can understand me and support me"(57.14%)were higher than other aspects.⑷ rehabilitation institutions exist many problems to be solved,environment,equipment,teacher; not created specifically for autism special education schools; the community has not been carried out in children with autism or capacity to undertake the related services. Conclusion: The rehabilitation of individual and integrated intervention with family training on the ability of children with autism each have a significant effect,if combined with family training effect will be better; the government should improve the social and health care financing system to meet the needs of parents to ensure lonely rehabilitation of children with disease persistence.and to improve the conditions of rehabilitation,the establishment of special schools for autism,autism accelerate community service carried out.