Integration is not easy, it requires a high level of children's ability and has strict standards for integration into the environment. Otherwise, not only worry about the fusion effect, but also the risk of secondary injury to children.
Click here to add photos to illustrate this micro-course. Ling Lv, the deputy director of the kindergarten of Peking University Medical College, used the integration model of Beijing Medical Kindergarten 10 and teachers' years of integration experience to integrate the kindergarten into what it should be, and taught parents the concept and method of integration.
What is a comprehensive kindergarten-comprehensive education? Kindergarten integration education is an integral part of social integration education for autistic children. It is a special education model for autistic children, providing a reference group for autistic children, helping them to use and develop their social imitation ability, mobilizing their social understanding potential, promoting their active participation in emotional expression, social behavior, attention tracking and communication and cooperation, and promoting the improvement of ordinary children's social communication ability.
Beijing Medical Kindergarten integrates the education model 1, creates an integrated environment, and establishes Xinquan Special Education Department, which is composed of 1 vice principal, 1 director of special education department, 15 full-time special education teachers, and 15 comprehensive class monitor.
Kindergarten provides four levels of integration: big, middle, small and parent-child.
The process of accepting autistic children into the park
2. Make a scientific evaluation of Beijing Medical Kindergarten, and determine that the early evaluation of development level is Gesar evaluation and C-pep evaluation.
Gesar is actually a test for ordinary children. In the process of measuring autistic children, there are adaptive indicators to judge the future development trend of autistic children.
Generally speaking, Beijing Medical Kindergarten compared Gesar's evaluation results with C-pep3, and found that they were consistent.
At present, children are evaluating C-pep and VB in Beijing Medical Kindergarten.
In recent years, we have also evaluated life. Through the evaluation of ALSOLIFE, teachers can have a more comprehensive understanding of children's development.
3. Make an intervention plan, grasp the direction of education, and integrate the process of educational intervention: "Understand the basic situation of children; Conduct an evaluation at the beginning of the semester and make corresponding personal training plans according to the evaluation results; Communicate with parents while implementing integrated education, intervention and daily observation; Conduct a final evaluation at the end of the term and make a new plan according to the evaluation results.
4. Stage integration and educational intervention.
What abilities does Beijing Medical Kindergarten need to have when accepting and integrating children? Emotion: basically stable, do not cry.
Code of conduct: don't be aggressive, sit for a while, sit in a chair, don't sit, don't stand on a chair with shoes on.
Basic self-care ability: you can eat with a spoon and drink with a cup. You can wear your own pants in summer and show them off if you have a size.
Basic language understanding and expression skills: can speak words and languages, and can understand short articles spoken by others.
What ability does kindergarten mainly cultivate? Get familiar with the environment, stabilize children's emotions and establish relationships.
Cultivate basic work and rest rules, cultivate self-care ability, improve language understanding and expression ability, and improve the ability to participate in group activities ((((((((((()))) 652.
Children at this stage have the ability to integrate into a class activity or a half-day activity.
Object, goal and training ability: obey the collective command ability, observe the class rules, make friends with ordinary children and special children, promote the social development of both sides, and provide self-care ability (complete integration stage ((this is the highest stage of integrated education, which is all-day integration, personalized training and mechanism)), that is to say, we.
Then I left the park at 5 o'clock this afternoon and spent the whole day with the teachers and children in the ordinary class.
Synchronous combination training.
5. Strengthen daily observation and develop the status quo. Anecdotal observation record time sampling observation record event sampling observation record list method observation record 6. Carry out various activities to promote social development.
"problem set" communication
1. How long is it appropriate for parents and teachers to communicate? What if the teacher's feedback is not timely? Generally speaking, it is recommended to communicate for about 1-2 weeks on average. You can communicate at any time in case of emergency and problems.
For example, parents and children clashed the day before, brothers and sisters were born, or moved or parents went to other places, you can communicate with the teacher at any time.
In addition, there are more than 30 children in a class in public kindergartens. On average, teachers communicate with a child's parents every day, but in fact they can't communicate for a month. It is better for parents to communicate actively when they find problems.
Too often, it will increase the pressure on teachers. As parents themselves said, they often communicate with teachers, as if they were afraid that teachers would give you trouble. Although the teacher won't bother him, he is under pressure. I hope my parents can understand.
If there is a problem, the teacher's reaction is not good, which means that the problem has no particularly great influence on class work, and it is not an act of hurting yourself or hurting other children. Parents don't have to worry too much, every child will have problems in the process of growth. Ordinary children are the same, just treat them with a normal heart.
2. How should parents communicate with teachers and put forward their own suggestions? The best communication is that parents and teachers can reach an agreement with each other, so parents should communicate in a way acceptable to teachers.
After understanding the teacher's hard work, we can compose music in three ways: ask the children's performance, what parents need to cooperate with, and finally put forward our own suggestions to the teacher.
In this trilogy, ordinary teachers will gladly accept it.
If children are not interested in learning or find it difficult, how can you help them? Everyone has his own interests and hobbies. Whether ordinary children or special children, whether adults or children, in fact, as long as parents are not interested in children, don't ask too much of them, as long as they can listen. Don't ask him what he does.
What makes it difficult for children to learn is that parents should analyze whether children can study hard or it is difficult to achieve after hard work. If it is the latter, they should give up this kind of learning and focus on the learning content that children can achieve through hard work.
Communicating with teachers and knowing the learning content in advance can give children the opportunity and time to study.
4. Do you want the teacher to pay more attention to you, for fear that there will be problems if you pay too much attention? The specific situation of this problem is that the child has just entered the park, and parents want the teacher to know the child comprehensively and intend to write to the teacher. In the letter, he hopes that teachers can pay more attention to the gentle persistence of children, and at the same time, he is afraid that such excessive attention will cause some problems, so that children can understand the teacher's foundation, which is not conducive to their development.
By writing letters from parents, teachers can have a more comprehensive understanding of children's situation from the beginning, which is worth promoting.
If parents are unhappy, please tell the teacher what you really think. In this way, the teacher knows well and can also pay attention to two questions raised by parents when treating children.
5. Is the time ratio between child care institutions and kindergartens appropriate? Generally speaking, if ASD children need to go to kindergartens and institutions at the same time, we think that 50% of them are better, half a day in kindergartens and half a day in institutions. This is also a transitional period, and finally it is best to let children go to kindergarten all day.
In this case, some parents said that children only attend kindergarten for half a day every week, and there is too little time. It is difficult for children to establish a stable and integrated relationship with kindergarten children and teachers, unable to adapt to the rules of kindergarten, unable to complete the learning content arranged by kindergarten, and have no chance to participate in some activities.
If he only has the opportunity to attend kindergarten for half a day every week, I suggest that he stay in the institution for training for a while, and then attend kindergarten for half a day every Friday.
6. How to help children to the greatest extent in kindergartens without integrated education and unaccompanied? If kindergartens do not have integrated education and do not support companionship, we can help children from four aspects. First, communicate with the teacher in detail in advance, preferably face to face. If you don't have time, writing letters is also a good way to help teachers understand children comprehensively.
Second, understand the teacher's efforts and hard work, and strengthen mutual feedback with the teacher every one to two weeks on average.
Third, parents and teachers should help their children choose one or two good friends who are caring and helpful.
Fourth, parents take the initiative to close the relationship with relatives and friends, and children of many organizations play together outside the kindergarten.
At the age of 7 or 4, he has basic self-care ability and no behavior problems. Language can imitate words and phrases, but it is not a language. Can half-day facilities go to kindergarten for half a day? Can I be demoted to kindergarten? It is suggested that language training be carried out to improve children's language understanding ability and ability to speak short passages.
After improving my language, I will spend half a day in the kindergarten class and half a day in the institution.
When integrating into kindergarten, it is best to lower the first grade on the basis of the original age.
In this way, children will have fewer challenges to adapt to, and children will be more confident and can integrate quickly.
Enter the park
1. How to persuade kindergartens and schools to accept autistic children when the local knowledge of autism is insufficient and they do not accept chaperones? If there is no companionship, the child is required to be capable. Including self-management, common attention, follow-up ability, language understanding and expression ability, social skills and self-solving ability.
Parents should first consider whether their children can adapt to unaccompanied kindergarten life.
If it is a private kindergarten, there are many children in the public park, but there are few children, and the teacher-student ratio is small. The scale of teachers and students is larger and the challenges are greater.
Small classes have low requirements for children's ability.
If it is an intermediate class, especially a large class, it has high requirements for children's ability and greater challenges.
Without the foundation of advanced class and intermediate class, directly integrating into advanced class without company will not only fail to adapt to the lack of ability, but also cause many problems.
If a child is proved to have the ability to integrate with others, such as a high-functioning child, a child with mild autism or autistic tendency, you can tell the teacher the characteristics of the child truthfully, but you won't say it if you are not sure.
You can tell the teacher the characteristics of this child. For example, I don't like communication very much, I don't take the initiative, I dare not try new things, and sometimes I am stubborn and picky about food. Parents want to help teachers solve their children's problems at once.
2. The child is self-motivated and has good abilities in all aspects, but his awareness of rules is poor, his self-study ability is poor, and he is usually poor. Can they go to kindergarten? The biggest problem affecting children's entry into ordinary kindergartens is behavior, and not obeying the rules is the most unacceptable thing for teachers.
Ordinary kindergartens have many children, no special education teachers, and not much energy to correct and intervene behaviors.
Children usually have poor self-management ability and cannot obey group activities. Once behavior problems occur, it will directly affect teachers' education, normal classes and children's activities.
It is difficult for teachers, children and parents to accept such children, which may lead to opposition and is very unfavorable for children's integration.
Therefore, it is suggested that on the one hand, children's behavior should be standardized and trained in institutions before they go to kindergarten, on the other hand, parents should help their children develop good habits at home.
3. Do you choose key primary schools or ordinary primary schools for high-functioning autism? For children with high-functioning autism, research should not be a problem. What matters is the ability to communicate and solve problems by yourself. High-functioning children need special attention, as well as the understanding and help of schools and class teachers. Therefore, parents are advised to communicate with school leaders of key primary schools and ordinary primary schools to understand the attitude of school leaders towards their children.
It can be said that it has the characteristics of children and is different from other children. Teachers need to pay special attention to judge where to go to school according to their acceptance and attitude towards the characteristics of school children. In addition, this is also a question of whether communication can be accompanied. If you can accompany me, it is the first choice.
4. Children have the basic ability to go to small classes, but there are no half-day classes in kindergartens. Can they go to a small class first? The parent explained that the child will go to a small class in March this year. I can almost keep up with my language and study. His eyes sometimes float a little, but there is no half-day class in his kindergarten. I have to go through it all day.
Through his parents' explanation, I think he has the basic ability of small class integration.
Children can be given the opportunity to attend small classes all day, but they must pay attention to communication with teachers. After fully talking to the teacher about the characteristics of the child before, as I said just now, I will communicate with the teacher for about two weeks to keep abreast of the child's situation.
5.6 years old, the child is integrated into the intermediate class, accompanied by his mother, who organizes class games. Life activities can be followed, but he doesn't understand the content of computer teaching courses. The language is not good, and I can't tell children nursery rhymes. Children do nothing and have no interest every day. Do you want to continue to go to kindergarten?
First of all, the 6-year-old child went to the intermediate class, which lowered the grade. If the learning content can't keep up, parents need to improve their children's understanding ability in life, analyze the reasons why children don't understand, and help them understand in small steps. If it is too difficult, help children reduce the difficulty of learning.
Second, if the language is not good, you can't really integrate into the class and among children. Ordinary children also want to communicate with children who can communicate with language.
Therefore, it is actually very difficult to help the society.
Third, the purpose of parental care is to observe children and give them timely support.
If parents organize games for all children, the time for observing and assisting children will be limited. How to help your children? Therefore, parents should not be the protagonists of organizing activities, but should be around to help their children like partners.
Generally speaking, according to the instructions of parents, I feel that children have not achieved the goal of integration in class. One is the lack of language ability, the other is the lack of understanding ability, and the third is that the company of parents can't help and promote, or it is suggested to go to a special institution for language training to improve understanding ability.
behaviour
1 3-year-old children have strong cognitive ability and low awareness of rules. People who don't like to hear are running around, and institutional courses are no longer suitable for children. What should I do? It is necessary to standardize children's behavior from an early age and cooperate with institutional teachers. Then, referring to "Applied Behavior Analysis and Children's Behavior Management" written by Professor Guo Yanqing, I focused on the behavior norms in families and institutions, hoping to enter ordinary kindergartens as soon as possible after the behavior is improved. Starting from small classes is the basic age to cultivate various habits.
2. Children are inattentive in kindergarten class, basically playing, with weak sense of obedience and collective guidance, often half clapping their hands or being slow to respond, and do not understand the role of the game. Continue to choose half-day integration? What are you concerned about now? How to improve these problems? How should parents accompany and support? First of all, please consider whether your child's courses and activities are the areas of his recent development. Children can only achieve it if they work hard. Otherwise, you have to consider demotion first. After the demotion, the course content and daily activities are much less challenging than the original class.
On this basis, parents should know the contents of teachers' lectures and class activities in advance, and preview and review in advance. Being able to accompany children in class can encourage children, help them succeed and cultivate their interest in learning.
At present, the most important thing is to stimulate children's initiative, no matter how difficult the task given to them is, whether it can be completed or assisted.
3. If children are basically used to kindergarten life for half a day, can they withdraw half-day institutional training and integrate it into kindergarten all day, supplemented by training every night and weekend? How to weigh the abnormal behavior of children? After children basically adapt to semi-integration, they can consider full-time integration and withdraw from institutional training, but at the same time it is best to have training. The auxiliary function of training can not be ignored.
In addition, it is difficult to interfere with abnormal behaviors, such as self-stimulation, even ordinary children. If you don't affect others without hurting yourself, you don't have to care too much, and you won't unconsciously strengthen that action.
Children can keep up with junior high school at the age of five, but there are still many bad behaviors. (For example: eating hands, licking lips, glassy-eyed, asking because you know, walking and falling, bumping into others, hurting yourself, being picky about food. Taking a nap to talk, there is less entertainment and it is easier to talk. ) How can I improve? Parents say that children have many bad behaviors, and these behaviors must be solved one by one. First of all, the most urgent need for intervention is to find the problem of bumping into others and hurting yourself. You can stay the rest.
Physiological problems should be excluded before behavioral function analysis. There should be no problem walking at the age of five, but if you explain to your parents that you will fall, see if there is anything wrong with your health.
It is also necessary to consider the development of children's greater sports ability, and parents have not explained it here.
After excluding the developmental problems of physiology and motor ability, conduct behavioral function analysis and intervene according to the results.
5. Children are influenced by their parents' educational methods and psychological problems, and have problems doing exercises in class. The biggest problems at present are socialization and attention.
First of all, it is very valuable for parents to realize their problems in educating their children and adjust them in time.
Everyone makes mistakes. Especially for children with autism for a long time, parents are under great pressure and some problems will inevitably occur. So relax, reduce stress, participate in social activities and release stress.
The problem of children running around is not necessarily caused by parents' rearing patterns and emotions, but may be a new problem with the growth of children's age.
First of all, analyze the problem behavior function and carry out targeted intervention.
There is no problem for parents to explain the basic communication skills of children's language. This provides the necessary foundation for children's social interaction. Parents can guide them in their daily life. In addition, through social stories, situational performances, behavior reinforcement, finding one or two good friends for children, and maintaining good relations with parents, children can gradually learn to communicate, master communication language, understand communication process and improve communication effect.
comprehensive
1. How to increase the number of rounds of communication between children? Think about it. What if two adults are talking? Because you have something to say, you can have more rounds of communication, so you should increase the number of rounds of children's language communication and increase communication. On the one hand, parents should take their children to participate in various activities, accumulate life experience and exchange materials. In addition, when they have the opportunity to communicate with other children, they should study and prepare in advance. For example, the content of communication, what you want to say, what you can say to other children, how do you answer questions raised by other children, and so on.
Parents can simulate this situation with their children in advance and let them learn how to listen to others and express what they want to say. Besides, think about what interesting games we can play together. You can communicate naturally and freely when playing games, and you can also provide children with communication content when playing games.
2. How to ask the teacher targeted questions?
In class, whenever teachers have limited time to communicate with parents, parents want to solve their children's problems better in a limited time.
In fact, when communicating with the teacher, we must listen carefully to the teacher's understanding of the child and ask the teacher what advantages and disadvantages the child has in the classroom.
From the teacher's explanation, combined with the child's performance in the family, find out the problems that the child needs to solve most recently, and then cooperate with the school to solve them.
3. How to give practical advice to teachers? The parent gave the teacher some practical advice, and the teacher called the child from time to time in class in case he was not careful.
This suggestion is very good. First, it is simple and easy for teachers to operate. Second, it can effectively give children tips and improve their attention! Similar suggestions that satisfy any principle are also possible. The purpose is to strengthen children's good behavior and encourage children to work hard in the direction expected by parents and teachers.
For example, when children occasionally have positive or interactive language, they can eat some vegetables or other fruits, or answer questions louder than usual, please pay attention to the teacher and encourage them in time.
The most important thing to form a habit is persistence. On the one hand, communicate with teachers and put forward such simple and practical suggestions. At the same time, we insist on the requirements for children.
In addition, families must negotiate and cooperate to help children develop good behavior habits from an early age.
Excellent notes
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