| Since the introduction of the integration education in the 1990 s,it has quickly become a consensus in the field of international education.After decades of development,it has become the ideal pursuit of education.In line with this international trend and its own development needs,China has gradually formed a model of integrated education placement in the form of regular practice.The state has successively issued two special education promotion plans,revised the " Regulations on the Education of Individual with Disabilities " and implemented other policy documents to carry out the "concern about special education","support special education" and "do special education" strategy,and truly help special children to enjoy fair and high-quality,appropriate and appropriate education,which promotes the return of special children to the mainstream society.In recent years,the integrated education of children with autism spectrum disorders(ASD)is getting more and more attention.However,there are great individual differences in the physical and mental development of ASD children.There are obstacles in self-cognition,social cognition,self-external relationship,and different levels of interpersonal communication,social interaction and repetitive stereotypes.The behaviors and other issues of ASD children in the inclusive school make the core of integrated education--class participation worse and worse,which led to more and more researchers began to question whether learning the regular class is the ideal educational placement model for ASD children.As the main place for students' knowledge learning,peer communication,teacher-student interaction,students' participation of teaching activities in classroom is the premise of education effectiveness.The degree of classroom participation is directly linked to the effect of school education and teaching,which is the key factor for students' academic growth and physical and mental development.Compared with regular children,ASD children have physical and mental development obstacles,and their cognitive and behavioral performances are largely inconsistent with the rules of class and classroom.Therefore,the participation in classroom education activities is not good enough to directly hinder their academic performance,social growth and other aspects of growth and progress.Studies have shown that,with proper intervention and support strategies,ASD children's autistic symptoms in regular class have been reduced,they make progress in adaptive behavior,functional communication,social skills,play skills and academic ability and others.Among them,the mode of paraprofessional to provide a series of support and intervention for ASD children in the integrated education environment has been widely used in the United States and Taiwan for many years,and the development is increasingly mature.In theory and practice,it shows that the paraprofessional can become effective support for ASD children's inclusive education.However,the adoption of this model in mainland China to provide support and assistance to ASD children is still in the initial stage of exploration.The form of paraprofessional enter the general school to accompany ASD children is just individual case,which the distribution is scattered.The author assisted the paraprofessional to enter the integration school to support an ASD student.The author found that while improving the quality of the student's participation in classroom education activities,he also faced many difficulties.In order to solve the difficulties encountered by the author in actual actions and optimize the auxiliary actions to enhance the classroom participation of ASD student,this study is based on the paradigm of action research,and through the way of “plan-action--observation--reflection--correction ” to understand ASD student's participate in classroom situation in regular class,and based on regular class classroom education needs and ASD students' individual needs,explore the process of paraprofessional to support the ASD student' participation in the specific classroom,problems,solving and optimization strategies,and then analyze the effectiveness of the paraprofessional's actions,and summarize the case-based paraprofessional's support model.Based on this,this action study concluded as follows:(1)In this study,ASD student' classroom participation has multiple needs in the process of integrated education.Due to the case LP' social communication disorder,emotional and behavioral problems,repetitive and stereotyped behaviors.The case LP has individual learning needs in the classroom studies,group activities,classroom interaction and many other aspects.And according to the different types of courses,their needs are also different.(2)In this study,the paraprofessional has significant and effective support for the classroom participation of ASD student in the regular classes.The paraprofessional deeply enters the classroom learning of ASD student,provides participatory support and intervention,and greatly improve the prevention and remediation of classroom problem behaviors,and the quality of classroom participation is improved highly.(3)In this study,the paraprofessional has multiple role attributes in the integrated education environment,which has certain influence on the quality and auxiliary effect of ASD students' classroom participation.The paraprofessional entering the general school to accompany ASD student is affected by multiple factors.And because of the changes in the field of education reality,the paraprofessional has multiple identity attributes,which have an important impact on the overall accompanying effect and the classroom participation of ASD students.(4)The actions of the paraprofessional in this study are influenced by both the external environment and the students' internal factors.In combination with the support and intervention process of ASD student in the classroom,It can be found that the paraprofessional provide a series of support for ASD student is flexible,due to the dual influence of external environmental support and ASD student's internal conditions.Therefore,the requirements for the paraprofessional is stricter.In addition,this study proposes the following recommendations based on the research results: Firstly,the paraprofessionals should strengthen the growth of their professional knowledge to cope with the changes in the education field and students.The second is to strengthen and improve the communication and cooperation of the interpersonal network to ensure the optimization of the synergy of education.The third is to improve the administration and supervision of the paraprofessional's support to ensure the standardization and ordering of their actions.Fourth,establish a comprehensive and integrated education support system,and bring the paraprofessional into the ASD student's integration education support system.In the future research,it is expected to explore the differences in the process and behavior patterns of the paraprofessional's support for different types of special students from the horizontal direction.At the same time,the research method combining qualitative and quantitative is used to strengthen the research on the related topics such as the role attributes and support models of the assistant teachers. |
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