A Case Study Of The Adaptation Of Autistic Children To The Kindergarten Under The Background Of Inclusive Education

With the promotion and gradual popularization of inclusion education in China,the phenomenon of autistic children entering kindergarten is becoming more and more common,and the process that every child entering kindergarten has to go through,and for autistic children in the context of inclusion education,because of their development obstacles,the process of adaptation needs to overcome more difficulties.Preschool is a critical stage in the autistic children’s development,and if they are able to adapt successfully to kindergarten life,they will be able to reduce the development gap between them and normal children,and poor adaptation may lead to secondary physical and mental development disorders in autistic children,which can further lead to emotional and behavioral problems.As the initial stage of inclusion education,the problem of children with autism’s adaptation to the school should be paid attention to.This study focuses on case studies,supplemented by observation and interview methods.First of all,by looking up literature to understand the relevant research results,determine the research program and theoretical basis.Secondly,select case B that meets the research conditions as the research object of this study.And finally use observation method,interview method to comprehensively and systematically analyze the case’s adaptation performance and its factors.The study is divided into three parts: The first part is a summary of the characteristics of the adaptation of autistic children B into the kindergarten,found that Autistic Children B in the initial admission period has a lack of interest in class activities,lack of initiative in interpersonal communication,has not yet established a sense of rules,lack of self-care ability,abnormal fluctuations in emotional state characteristics.And also analyzes the educational intervention of H-kindergarten to the adaptation of autistic children B into the kindergarten.The second part mainly summarizes the favorable factors and disadvantages of the inclusion education environment for the adaptation of autistic children B into the kindergarten,Among them,the normal children’s words and deeds demonstration,teachers’ care and active acceptance,diversified activity experience promote the autistic children B’s admission to the kindergarten adaptation,and teachers’ inclusive education literacy is insufficient,poor communication between home and kindergarten and insufficient inclusive education support is not conducive to the adaptation of autistic children in the inclusive educational environment.The third part is that the researchers reflect on the adaptation of the case to the kindergarten,and put forward reasonable suggestions for the adaptation of autistic children in the inclusion education environment for the reference of the first-line teachers.Based on the systematic analysis of the admission adaptation of case B,the researchers made the following suggestions for the admission adaptation of autistic children:creating an inclusive environment and accepting autistic children by action;improving teachers’ inclusive educational literacy and providing professional support for autistic children;home-kindergarten cooperation to optimize the intervention program for children with autism,and moderate tilt of kindergarten management towards autistic children.