Strategies for Promoting Initiative Communication of Autistic Children in Kindergarten Inclusive Education
Volume 9, Issue 2, March 2020, Pages: 52-58
Received: Mar. 9, 2020;
Accepted: Apr. 3, 2020;
Published: May 14, 2020
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Lan Zhang, Minzhi Road Kindergarten, Suzhou, China
In kindergarten inclusive classes, the consciousness of initiative communication for most of the autistic children is weak, while initiative communication is precisely one of the indispensable conditions for autistic children to integrate into their classes. Minzhi Road Kindergarten of Suzhou has been devoted over years to the experimental research of pre-school inclusive education for autistic children, and has thus accumulated ample experimental experiences and case study materials. By adopting a variety of research methods including observation, interview, case study, etc., this study takes action research on several individuals previously and currently still enrolled in the kindergarten, and adjusts constantly the interventional programs of promoting initiative communication of autistic children. Eventually this study summarizes three strategies for promoting initiative communications amidst autistic children in kindergarten inclusive education: (1) Understanding the essence of “snatching” behaviors of autistic children and delivering communication skills; (2) Promoting initiative communication for autistic children through inspiration of internal needs to “participate”; (3) Fostering their communication confidence by way of building a performance platform for “advantages” of autistic children. This action research indicates that appropriate strategical interventions from teachers in inclusive classes can promote the initiative communication of autistic children and improve their relationships with peers. Suggestions about further study in the future are discussed in the end.
Strategies for Promoting Initiative Communication of Autistic Children in Kindergarten Inclusive Education, Education Journal. Special Issue: Pathway to Quality Preschool Education: Chinese Perspectives.
Vol. 9, No. 2,
2020, pp. 52-58.
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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