Guangzhou Zhuhai Followed In The Elementary School Of Children With Autism Problem And Countermeasure Research

Although the autism has been known since60years ago, it is still a major problem to be solved in the medical field. Educational rehabilitation is perhaps the continuance of medical treatment. The school-age children with autism are mainly arranged in the special education schools, specialized training institutions and primary schools. If the children with autism study in primary school, the rights of equal education can be ensured, representing the spiritual content of confluent education. As a result of that, there are more and more children with mild and medium autism studying in primary school with the educational form of "mainstreaming". The detailed situations on the children with autism which study in primary school of Haizhu District in Guangzhou are investigated from different views in this paper. Then the problems for the above situations are analyzed and some countermeasures are also proposed. As the mainstreaming for children with autism starts relatively late in China, the extensive investigates on mainstreaming for children with autism are few.In this study, peer interaction, learning participation, participation in group activities, problem behavior and teacher adaptability are investigated and visited in detail in21classes in16representative primary schools in Haizhu District, Guangzhou. This paper finds that the mainstreaming for children with autism in Haizhu District currently is facing with many problems and difficulties. Besides, two forms of mainstreaming, formal mainstreaming and social inclusion style mainstreaming, are also found in this paper. The reasons for the occurrence of two mainstreaming forms are analyzed, such as the single placement model for children with autism, the lack of necessary knowledge on rehabilitation technology, the lack of rehabilitation facilities. Finally, some suggestions are proposed for these problems. Teach and scientific research center should play the guiding role for mainstreaming, the focal point for mainstreaming work should be established, the individualized education plan for children with autism should be developed and implemented; the rehabilitation education for children with autism by the use of resource classrooms should be provided.