Strategies for Promoting Initiative Communication of Autistic Children in Kindergarten Inclusive Education

Lan Zhang

doi:doi:10.11648/j.edu.20200902.14

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Strategies for Promoting Initiative Communication of Autistic Children in Kindergarten Inclusive Education

Lan Zhang

Published in Education Journal (Volume 9, Issue 2)

Received: 9 March 2020 Accepted: 3 April 2020 Published: 14 May 2020

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Abstract

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.

Published in	Education Journal (Volume 9, Issue 2) This article belongs to the Special Issue Pathway to Quality Preschool Education: Chinese Perspectives
DOI	10.11648/j.edu.20200902.14
Page(s)	52-58
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Autistic Children, Kindergarten, Inclusive Education, Initiative Communication, Strategies

References

[1]	Lili ZHANG, Shaobo YANG, Xinmei OUYANG (2019). Research and exploration of teacher cultivation for preschool inclusive education. Modern Special Education, 04: 14-18.
[2]	Yuanyuan LI, Qiaoyun ZHAO. (2019). Explorational analysis of teachers’ cultivation for preschool inclusive education in China. Modern Special Education, 22: 48-53.
[3]	Baijun PAN, Danni SUN, Fan JIANG. (2019) Research of current situations of preschool education in Tianjin [J]. Education and Teaching Seminar, 01: 50-52.
[4]	Xiaoxu HE. (2018) Research on support of teachers’ feelings in preschool inclusive education for autistic children [D]. Shenyang Normal University, 05.
[5]	Shumeng YAO. (2019) Case study of inclusive education for autistic children in D kindergarten. Sichuan Normal University, 03.
[6]	Xiuxi WANG, Xiaoyan ZHANG, Guanghua JIN, Yunci HU. (2014). Case study of preschool inclusive education for autistic children. Shijiazhuang College Paper, 05: 93-98.
[7]	Fanshuai BU, Sheng XU. (2015) Diagnosis standards of autism spectrum disorders: evaluation, influence and outlook. [J]. Special Education in China, 02: 40-50.
[8]	Gary B. Maxibov, Victoria Shea, Eric Shaopule. (2014) (US) The TEACCH Approach to Autism Spectrum Disorders, translated by Qiubaba, 04, 65-66.
[9]	Xiaoyu MU. (2018) Experimental exploration into interventions of problematic behaviors of autistic children through “active behavioral supporting”. Modern Special Education, 07: 66-69.
[10]	Weihe HUANG, Xiayao CHEN, Dan LI. (2010) Method of pivotal skills training: new direction of applying ABA into interventional education of ASD children [J]. Special Education in China, 124 (10): 63-68.
[11]	Nianli ZHOU. (2011) Games treatment for special children [M]. Peking University Press, 11, P3.
[12]	Yuexin ZHANG. (2019) Research on "Inclusive Education" based on the synchronous development of autistic children and ordinary children [J]. Modern Special Education, 03: 29-32.
[13]	Yanran CHENG, Zhenfang XIONG, Anni HE. (2018) Individualized interventional experiences of autistic children based on the theory of Multiple Intelligences. Nursing Journal, 01: 62-64.
[14]	Yansheng PAN, Ling LV, Xiangrong LI. (2015) Happy friends accompany me to grow up--supportive games in kindergarten inclusive education for autistic children [M]. Peking University Medical Press, 03, P2.
[15]	Wenying NIU. (2015) New paradigm of embracing individual differences--Inclusive Education (the second edition) [M]. Psychology press Co., Ltd.

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APA Style

Lan Zhang. (2020). Strategies for Promoting Initiative Communication of Autistic Children in Kindergarten Inclusive Education. Education Journal, 9(2), 52-58. https://doi.org/10.11648/j.edu.20200902.14

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ACS Style

Lan Zhang. Strategies for Promoting Initiative Communication of Autistic Children in Kindergarten Inclusive Education. Educ. J. 2020, 9(2), 52-58. doi: 10.11648/j.edu.20200902.14

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AMA Style

Lan Zhang. Strategies for Promoting Initiative Communication of Autistic Children in Kindergarten Inclusive Education. Educ J. 2020;9(2):52-58. doi: 10.11648/j.edu.20200902.14

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@article{10.11648/j.edu.20200902.14,
  author = {Lan Zhang},
  title = {Strategies for Promoting Initiative Communication of Autistic Children in Kindergarten Inclusive Education},
  journal = {Education Journal},
  volume = {9},
  number = {2},
  pages = {52-58},
  doi = {10.11648/j.edu.20200902.14},
  url = {https://doi.org/10.11648/j.edu.20200902.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200902.14},
  abstract = {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.},
 year = {2020}
}

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TY  - JOUR
T1  - Strategies for Promoting Initiative Communication of Autistic Children in Kindergarten Inclusive Education
AU  - Lan Zhang
Y1  - 2020/05/14
PY  - 2020
N1  - https://doi.org/10.11648/j.edu.20200902.14
DO  - 10.11648/j.edu.20200902.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 52
EP  - 58
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20200902.14
AB  - 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.
VL  - 9
IS  - 2
ER  -

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Author Information

Lan Zhang

Minzhi Road Kindergarten, Suzhou, China

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Plain Text BibTeX RIS

APA Style

Lan Zhang. (2020). Strategies for Promoting Initiative Communication of Autistic Children in Kindergarten Inclusive Education. Education Journal, 9(2), 52-58. https://doi.org/10.11648/j.edu.20200902.14

Copy | Download

ACS Style

Lan Zhang. Strategies for Promoting Initiative Communication of Autistic Children in Kindergarten Inclusive Education. Educ. J. 2020, 9(2), 52-58. doi: 10.11648/j.edu.20200902.14

Copy | Download

AMA Style

Lan Zhang. Strategies for Promoting Initiative Communication of Autistic Children in Kindergarten Inclusive Education. Educ J. 2020;9(2):52-58. doi: 10.11648/j.edu.20200902.14

Copy | Download

@article{10.11648/j.edu.20200902.14,
  author = {Lan Zhang},
  title = {Strategies for Promoting Initiative Communication of Autistic Children in Kindergarten Inclusive Education},
  journal = {Education Journal},
  volume = {9},
  number = {2},
  pages = {52-58},
  doi = {10.11648/j.edu.20200902.14},
  url = {https://doi.org/10.11648/j.edu.20200902.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200902.14},
  abstract = {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.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - Strategies for Promoting Initiative Communication of Autistic Children in Kindergarten Inclusive Education
AU  - Lan Zhang
Y1  - 2020/05/14
PY  - 2020
N1  - https://doi.org/10.11648/j.edu.20200902.14
DO  - 10.11648/j.edu.20200902.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 52
EP  - 58
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20200902.14
AB  - 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.
VL  - 9
IS  - 2
ER  -

Copy | Download