First, "social integration education" has a specific rehabilitation education target.
The "integrated education" mentioned by RTHK generally refers to the integration of all kinds of special children's education with general education, such as deafness, blindness, physical disability and mental retardation.
"Social integration education" refers to the rehabilitation education of autistic children (including children similar to autism). Its educational ideas, rehabilitation goals, education and training contents, methods and forms are all created around the rehabilitation needs of autistic children, a special group with social development obstacles.
Second, "social integration education" has a special rehabilitation goal.
The core goal of "social integration education" is to improve the social function of autistic children, improve their social adaptability and make them become social people through the education and training process of family integration, community integration, kindergarten integration and school integration, and finally realize the integration of autistic children and society. Training aimed at other functional rehabilitation is not suitable for "social integration education".
Third, "social integration education" covers a wider range of integration occasions.
The "social integration education" of autism is different from the original concept of integration education. Not only in kindergartens and schools, but also the integration education of autistic children in family life and community activities. "Social integration education" involves many social life fields, various social activities and people with various social relations related to children's lives.
For example, autistic children will also show rejection and interference in family life, between them and their parents and families, and between them and the rules of family life; In community activities, they will also show inadaptability to public rules, and show obstacles to understanding interpersonal relationships and behavior control. Therefore, we can say that autistic children will show incompatibility with others as long as there are normal people.
Therefore, the "social integration education" of autism can be understood as not only the integration education of kindergartens and schools, but also the integration education of any normal environment and normal people that autistic children can come into contact with in their lives.
Fourthly, the "social integration education" of autism has rich educational contents.
Focusing on the core goal of improving the social function of autistic children, rich educational contents have been constructed, including intellectual development, self-care ability training, self-awareness education, language application training, interpersonal learning and behavior norm training.
These contents are interrelated horizontally, from easy to difficult, and step by step vertically, which is suitable for the rehabilitation needs of social functions of every autistic child.
Five, autism "social integration education" has specific implementers.
Parents are the first implementers of "social integration education" for autism. Parents create socialized interpersonal communication environment for children in family life, social environment for children to learn tools in public places, and play a primary role in creating interpersonal communication environment with peers for children in kindergartens and schools.