幼儿园融合教育中影子老师支持渐隐的实践思考

Reflections on Fading Shadow Teacher Support in Inclusive Kindergartens

摘要: 影子老师为特殊需要幼儿参与幼儿园活动提供个别化支持，持续的额外提示、近距离陪伴和互动代答也可能减少幼儿自主行动与直接交流的机会。本文依据对一名6岁孤独症幼儿在幼儿园日常生活中的观察记录，结合收拾玩具、集体教学和同伴游戏三个实践片段，从提示渐隐、距离渐隐和互动支持渐隐三个维度分析支持调整的过程。围绕幼儿的活动参与，讨论延后提示、调整陪伴位置和减少成人代答的具体做法，并提出从独立性、稳定性和泛化性三个层面考察支持调整后的幼儿表现，为决定维持、降低或恢复支持提供依据。班级教师、影子老师与家庭可通过明确参与目标、共享观察记录和持续协商，为支持调整提供依据。支持渐隐应兼顾幼儿的自主参与与个别化需要，使支持方式随活动情境和幼儿表现灵活变化。

Abstract: Shadow teachers provide individualized support for children with special needs to participate in kindergarten activities. Persistent additional prompts, close adult proximity and adults responding on children’s behalf may limit opportunities for independent action and direct communication. Drawing on everyday observation records of a six-year-old child with autism, this paper examines three practice episodes: tidying toys, whole-class teaching and peer play. It discusses delaying prompts, adjusting adult proximity and reducing responses made on the child’s behalf. These practices address three dimensions of support fading: prompts, physical proximity and adult support during interactions. The paper proposes considering independence, stability and generalization when examining the child’s participation following support adjustments. Classroom teachers, shadow teachers and families can use shared observations and ongoing consultation to decide whether to maintain, reduce or reinstate support. Support fading should be guided by the quality of the child’s participation and remain responsive to activity contexts and individual needs, allowing space for independent participation.