美国小学阶段自闭谱系障碍儿童融合教育支持体系

Support System for Children with Autism Spectrum Disorders in Inclusive Primary Schools in the United States

自闭谱系障碍儿童被称为“特殊儿童之王”，基于自闭症谱系障碍儿童的核心缺陷是“社会性”发 展的缺陷，融合教育对儿童的发展有积极的意义。我国现在也有越来越多的自闭谱系障碍儿童进入普通学校普 通班级就读，但近年很多新闻报道这些儿童在随班就读过程中遭遇到困难，甚至被普通家长联名劝退。因为实 现真正的融合，并不是简单地将特殊儿童安置在普通教育环境，还需要同时提供系统性的综合的持续的支持和 相关服务。本文运用综述研究、实地观察等方法，对美国小学阶段自闭谱系障碍儿童融合教育支持体系的构成 和运作机制进行综合分析，以期为我国建设自闭谱系障碍儿童融合教育支持体系提供参考和建议，来提升自闭 谱系障碍儿童随班就读的有效性。

Children with Autism Spectrum Disorders (ASD) are known as the “King of children with Special Needs，” whose core deficits is in social interaction， thus inclusive education have a positive meaning for this group of children. Recently a growing number of children with ASD was enrolled into general school learning in regular classes， but many recent news reports that these children encounter difficulties， even being protested by parents with children without disabilities. The effective inclusive education is based on high-quality systemic support services， which is not simply the placement of children in the general education environment， but also need to provide systematic comprehensive ongoing support and related services. This paper reviewed and analyzed composition and operation mechanism of education support system for children with ASD in the primary school level in United States and reflected the implications for practice in China.