作　　者： ;

机构地区： 中山大学社会学与人类学学院

出　　处： 《残疾人研究》 2020年第3期39-47,共9页

摘　　要： 本研究从日常生活研究视角出发,采用质性研究中的焦点小组座谈方法,聚焦孤独症儿童家庭,将残障者的生活世界与社会系统进行对接,把残障者及家庭作为主体纳入社会生活的日常情境中,旨在从残障者主体的角度展现其生活世界中的教育经历、体验与感受,来检视政策对人们需求的回应状况,为政策的完善与落地提供依据。本研究分析了深圳市孤独症儿童家庭遭遇的教育困境,发现孤独症儿童就读普通学校还存在比较严重的隐性社会排斥,特殊教育资源仍然供不应求,非义务教育阶段的特殊教育还需要进一步完善。研究呈现的孤独症家庭日常生活中的教育实践向我们展现了少数"他者"的社会融合现实困境,也促进了对宏观政策的反思与建议。总体来说,孤独症儿童教育,政策精准度上还有很大的提升空间,孤独症儿童融合教育质量与普校特校衔接等问题需要政策上的进一步聚焦。 This study focuses on the everyday life of the autistic children and their family caregivers,from parents’ perspective to show their experience and feelings of their autistic children in educational acquisition.It analyzes the current educational dilemma of autistic children in order to give the public and policy makers a deeper understanding of the education status of autistic children.The study adopts the qualitative research method with focus group discussion to analyze the educational dilemma of autistic children in Shenzhen.Results show that there is still serious potential social exclusion in general schools for autistic children,that the supply of special education resources is not enough,and that the special education in noncompulsory education stage needs to be further improved.Moreover,the quality of integrated education for autistic children,the connection between general education and special education,and the accuracy of policies need to be further strengthened.Lastly,some specific policy suggestions are put forward based on the experience of Shenzhen.

关 键 词： 孤独症儿童 特殊教育 融合教育 教育政策 日常生活

领　　域： [] []