Difficulties and Solution Strategies in the Inclusive Education Practice for Children with Autism Spectrum Disorder

HE Kan; ZHENG Fei-xue

doi:10.3969/j.issn.1672-4933.2026.05.001

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Difficulties and Solution Strategies in the Inclusive Education Practice for Children with Autism Spectrum Disorder

Expert Forum | 更新时间：2026-10-08

- Difficulties and Solution Strategies in the Inclusive Education Practice for Children with Autism Spectrum Disorder
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 24, Issue 5, Pages: 449-453(2026)
- 作者机构：
  
  1.阳泉师范高等专科学校阳泉 045000
  2.广西幼儿师范高等专科学校南宁 530000
  3.青岛滨海学院青岛 266000
  4.中国康复科学所北京 100068
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2026.05.001
  CLC： R764.5
- Received：15 July 2026，
  
  Revised：2026-07-25，
  
  Accepted：06 August 2026，
  
  Published：15 September 2026
- 稿件说明：
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何侃,郑飞雪.孤独症谱系障碍儿童融合教育实施困境与应对策略研究[J].中国听力语言康复科学杂志,2026,24(05):449-453.

HE Kan,ZHENG Fei-xue.Difficulties and Solution Strategies in the Inclusive Education Practice for Children with Autism Spectrum Disorder[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(05):449-453.
何侃,郑飞雪.孤独症谱系障碍儿童融合教育实施困境与应对策略研究[J].中国听力语言康复科学杂志,2026,24(05):449-453. DOI： 10.3969/j.issn.1672-4933.2026.05.001.

HE Kan,ZHENG Fei-xue.Difficulties and Solution Strategies in the Inclusive Education Practice for Children with Autism Spectrum Disorder[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(05):449-453. DOI： 10.3969/j.issn.1672-4933.2026.05.001.

摘要

孤独症谱系障碍儿童融合教育是我国特殊教育发展的重要议题。本文基于2014～2025年政策文本分析与多源文献研究，系统梳理我国孤独症谱系障碍儿童融合教育在入学准入、资源配置、师资建设等方面的现实困境。当前融合教育仍普遍存在随班就坐、随班混读的形式化痼疾，资源匮乏与排斥、资源教室建设不规范、个别化教育计划（individualized educational programs，IEP）流于形式、专业师资不足、教学与支持的诸多困境，是制约孤独症儿童融合教育质量提升的关键要素。本文从政策协同与制度保障方面提出构建跨部门协同机制、完善相关法律法规、加大财政投入的应对策略；从资源教室标准化建设方面提出资源教室的功能分区标准化、设备配置专业化、运营维护制度化的应对策略；从IEP的制订与实施方面提出聚焦IEP制订的核心要素、IEP实施的相关机制保障的应对策略；从师资培训与专业支持方面提出对普校教师特教培训、鼓励资源教师专业发展、建立教师支持网络的应对策略；从构建家校协同模式方面提出建立家校沟通机制、整合家校资源、提升教育合力的应对策略。旨在推动孤独症儿童融合教育从形式融合向实质融合的根本性转变，为构建“十五五”时期高质量特殊教育体系提供理论参考与实践依据。

Abstract

Inclusive education for children with Autism is a pivotal issue in the development of special education in China. Drawing on policy text analysis and multi-source literature from 2014 to 2025

this paper systematically examines the practical dilemmas in China's inclusive education for children with Autism

particularly regarding school admission criteria

resource allocation

and teacher development. Currently

inclusive education remains plagued by the entrenched issue of superficial integration

where students are merely "seated in regular classes" or "mixed in without real engagement." Key bottlenecks hindering the improvement of inclusive education quality include resource scarcity and exclusion

non-standardized resource room construction

the formalization of Individualized Education Programs

a shortage of specialized teachers

and inadequate instructional and support systems.To address these challenges

this paper proposes targeted strategies across several dimensions:Policy Coordination and Institutional Safeguards(Establishing cross-departmental collaborative mechanisms

improving relevant laws and regulations

and increasing financial investment).Standardized Construction of Resource Rooms(Standardizing functional zoning

professionalizing equipment configuration

and institutionalizing operational and maintenance systems).IEP Formulation and Implementation(Clarifying core elements to focus on during IEP development and establishing robust mechanisms to support their implementation).Teacher Training and Professional Support(Providing special education training for regular classroom teachers

encouraging the professional development of resource teachers

and establishing teacher support networks).Home-School Collaborative Model(Building effective communication mechanisms between home and school

integrating resources from both sides

and enhancing educational synergy). Ultimately

this paper aims to drive a fundamental shift in inclusive education for children with Autism—from superficial integration to substantive inclusion—providing theoretical references and practical foundations for building a high-quality special education system during China's 15th Five-Year Plan period.

关键词

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references

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