Research On Social Support Of Autistic Children In Compulsory Education In The Context Of Inclusive Education

This article starts from the research on social support obtained by children with autism in the stage of compulsory education in China in the context of inclusive education.By analyzing the status quo,it summarizes the current dilemma of social support for children with autism in China in the stage of compulsory education,and at the same time selects inclusive education Chenghua District,Chengdu City,which is a better place for practical work,is a survey area.Through the investigation of the construction of its integrated education system,a questionnaire survey was conducted on the general school teachers in the area.The family conducts interviews to obtain first-hand information,and more intuitively understands and analyzes the deficiencies of the social support that autistic children in the current compulsory education stage receive in the context of integrated education.Finally,it combs out the theoretical model of social support during the compulsory education stage of autistic children in the context of integrated education,and combines the experience of overseas developed countries and regions to provide suggestions for the development of social support in the compulsory education stage of autistic children in the context of integrated education in China.The academic circles at home and abroad generally believe that the social support subjects for the integrated education of autistic children should include families,communities and schools,as well as government policy formulation and financial support.The idea of integrated education for children with autism originated in the West.Inclusive education,as an education model that advocates the "de-institutionalization" of autistic children,aims to emphasize placing autistic children in ordinary schools for regular classes,returning to the same educational environment as ordinary children to receive all aspects of knowledge Of teaching.Its essence is to improve their language,emotional management and social abilities through the mainstream education environment,in order to promote their healthy development,and finally return autistic children to the mainstream society,and achieving social integration is the ultimate goal of integrated education.At present,the level of social support for autistic children in the context of integrated education is low and imperfect,and there are generally problems such as insufficient social support subjects,limited participation of all students in school integration education,lack of community integration education support,and gaps in social integration education.First,the education status of autistic children in the context of integrated education is not optimistic.Although inclusive education has been practiced in China for many years,inclusive education for autistic children is still a new field.The quality of studying in class is low,and the phenomenon of mixed reading in class is still serious.Second,families with autistic children are heavily burdened,and the channels for social support are narrow.At present,due to the extremely limited supply of special education resources,the integrated education concept,equipment and teachers of ordinary schools are also difficult to meet the actual needs of special children.Families of children in the integrated education system undertake a large number of social rehabilitation education functions.Third,in addition to basic campus construction and teacher team building,the top-level ideology is also a key factor that always restricts the integration of autistic children and their families into society.Even if autistic children enter the campus,they still suffer from discrimination,exclusion and even bullying in many aspects of school life.The social attention is low and the phenomenon of "stigma" is serious.The autistic children and their parents are excluded from the campus or community News is also frequently seen in news reports.Although inclusive education has been practiced in China for many years,inclusive education for autistic children is still a new field.The innovation of the thesis is that the author studies the integrated education of autistic children from the perspective of social security in a broad sense.It is different from the current research on autistic children in the fields of medicine and special education,and follows the international mainstream.In the context of this,aiming at how China’s autistic children,a marginalized group,can obtain more adequate social support,actively explore how to break through the development dilemma,and put forward a compulsory education for autistic children in the context of a perfect integrated education suitable for China’s national conditions.Suggestions for stage social support.