孤独症学生社会交往领域的个别化教育实践研究——以玉溪市特殊教育学校孤独症教育康复实践为例

Research on Individualized Education Practice in the Field of Social Interaction of Students with ASD—Taking the Practice of Autism Educational-Rehabilitation in Yuxi Special Education School as an Example

摘要: 社交沟通障碍是孤独症谱系障碍的核心症状之一，严重阻碍孤独症学生全面发展。特殊教育学校需紧扣这一障碍对孤独症学生开展针对性、补偿性的个别化教学和康复训练。本研究根据学校孤独症学生教育康复实际需求，探索适用于孤独症学生的个别化教育康复路径，形成“提升社会认知–小组情境运用–融合活动泛化”阶梯递进的社会交往领域个别化教学模式，研发课程资源，为孤独症学生个别化教育康复实践及研究提供参考。

Abstract: Deficits in social communication is one of the core symptoms of autism spectrum disorder, which seriously hinders the overall development of students with ASD. Schools for intellectual disabilities should center on the core deficits in social communication to implement targeted and compensatory individualized educational-rehabilitation. Based on the practical education and rehabilitation needs of students with ASD in schools, this study explores the education and rehabilitation path suitable for students with ASD, and forms a “improve social cognition - apply in group situations - generalization of skills in inclusive activities” progressive individualized teaching mode in the field of social interaction, develops curriculum resources and provides references for the practice and research on individualized educational-rehabilitation for students with ASD.