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2026年第24卷第5期
Expert Forum
摘要：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：Autism;Inclusive education;Resource room program;Individualized educational programs101|67|0更新时间：2026-10-08Inclusive Education and Social\‑Behavioral Development for Children with Autism Spectrum Disorders
摘要：ObjectiveChildren with autism spectrum disorder (ASD) generally struggle with social initiation and have difficulties engaging in peer interactions voluntarily, which constitutes a prominent challenge in the implementation of inclusive education. As an internationally recognized evidence-based intervention for autism, Social StoriesTM were adopted in this study to explore its immediate intervention, maintenance, and generalization effects on peer interaction initiation among children with ASD. This research aims to enrich empirical evidence concerning social skill interventions for autistic children and provide practical references for frontline teachers conducting social skill interventions in school settings.MethodA single-case experimental design was employed in the present study. The participant was a second-grade student with formally diagnosed ASD enrolled in a public general primary school in Beijing. The child possessed basic oral expressive abilities yet lacked the awareness of initiating social contact and never took the initiative to interact with peers. Two progressive Social StoriesTM titled Hello and Reading Books were developed based on authentic campus contexts. Standardized intervention materials were compiled in strict accordance with Carol Gray's established principles of Social StoriesTM. The frequency of target behaviors was recorded, and the occurrence rate of target behaviors in each experimental phase was calculated. A visual analysis was utilized to compare data variations across the baseline phase, two intervention phases, and the maintenance phase.ResultsAfter receiving Social StoriesTM instruction in Intervention Phase 1 and Intervention Phase 2, the occurrence rate of the participant's target behaviors rose progressively and stabilized, demonstrating a significant additive effect. When all the intervention procedures were withdrawn in the maintenance phase, the occurrence rate of target behaviors remained steadily at 100% without obvious decline, indicating robust maintenance of intervention outcomes. Following the intervention, the participant could actively approach peers, initiate verbal greetings, and display friendly nonverbal gestures.ConclusionSocial StoriesTM can effectively improve autistic children's capacity to initiate simple peer interactions in inclusive classrooms. The intervention yields stable effects that generalize readily to natural campus environments. As an evidence-based intervention suitable for primary school inclusive settings, Social StoriesTM can be widely applied in daily inclusive education practices.关键词：Autism spectrum disorder;Social story;Peer interaction64|43|0更新时间：2026-10-08Inclusive Education and Social\‑Behavioral Development for Children with Autism Spectrum Disorders
摘要：ObjectiveImprecise functional assessment, unsystematic support, and insufficient skill generalization constitute three major barriers to the effective participation of students with Autism Spectrum Disorder (ASD) in regular classrooms. This study aims to explore and validate a replicable inclusive education support system grounded in the International Classification of Functioning, Disability and Health for Children and Youth Version (ICF-CY) framework, with the ICF-based assessment as its starting point.MethodsThe ICF Assessment and Training System-ASD was employed to conduct an accurate functional assessment on an 11-year-old student with ASD placed in a regular second-grade classroom, covering the four modules of body functions, activity functions, participation functions, and environmental factors. Based on the assessment results, a four-component support system was constructed, consisting of assessmens, resource room individual training, extracurricular integration activities, and subject-integrated classes. The intervention lasted one semester, with outcomes measured through classroom behavior frequency recordings and goal attainment scaling.ResultsFollowing the intervention, significant improvements were observed in the core target areas of joint attention and active social interaction. The frequency of fixating on the teacher for at least 2 seconds increased from zero to five to six times per class session, and spontaneous verbal expressions increased from zero to three and four times per day. Concurrent improvements were also noted in classroom engagement and behavioral regulation.ConclusionsThe four-component support system facilitates the transfer of social skills in students with ASD from structured training settings to authentic classroom contexts through three operational pathways: precise assessment-strategy alignment, hierarchical skill generalization, and systematic environmental optimization. Grounded in the standardized functional indicators of the ICF-CY framework, this system demonstrates strong operability and replicability, offering a scientifically sound and practical paradigm for fostering social competence in students with ASD within inclusive educational settings.关键词：Autism spectrum disorder (ASD);ICF assessment;Four-component support system;Inclusive education;Social competence106|36|0更新时间：2026-10-08Inclusive Education and Social\‑Behavioral Development for Children with Autism Spectrum Disorders
摘要：ObjectiveEffective synergy in inclusive classrooms remains a core challenge in current practice. This study applied order parameter theory in synergetics to classroom synergy in inclusive education for students with autism spectrum disorder (ASD), developed a classroom synergy state-parameter system based on the context-input-process-output (CIPO) model, and identified the order parameters of classroom synergy, with the aim of reducing its complexity and improving its efficiency.MethodsNecessary condition analysis (NCA) was conducted using 16 inclusive classroom sessions involving students with ASD as the units of analysis. Data were collected using a classroom synergy questionnaire and a classroom observation form. Necessary conditions were identified on the basis of effect sizes and the statistical significance of permutation tests, followed by bottleneck analysis.ResultsEnvironmental synergy was the only order parameter that placed significant necessary constraints on the three process-oriented outcomes: classroom engagement, behavioral adaptation, and social interaction. Content synergy, as a specialized order parameter, specifically constrained goal attainment, whereas interactional synergy, as a supplementary order parameter, provided an additional necessary constraint on behavioral adaptation only. Bottleneck analysis showed that environmental synergy imposed stepwise constraints and could therefore be developed in phases; content synergy, teacher competence, and instructional time constituted a set of mutually non-substitutable conditions; and the classroom environment exhibited an "all-or-nothing" pattern.ConclusionClassroom synergy in inclusive education for students with ASD was characterized by environmental synergy playing a dominant role, content synergy serving a specialized function, and interactional synergy providing supplementary support. Accordingly, the following practical sequence was proposed: configure the classroom environment before class, provide support in phases during class, and concentrate resources when pursuing high levels of goal attainment. These findings provide a pathway that may be low-cost and replicable for resource-limited inclusive education settings and empirical support for applying order parameter theory in synergetics to inclusive education.关键词：Autism spectrum disorder;Inclusive education;Classroom synergy mechanism;Synergetics;Order parameters77|25|0更新时间：2026-10-08
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