National Children's Medical Center, Children's Hospital of Fudan University, Shanghai China.
Department of Psychology, Fudan University, Shanghai China.
Biosci Trends. 2022 May 17;16(2):142-150. doi: 10.5582/bst.2022.01104. Epub 2022 Mar 19.
Given an increasing number of children with ASD, the need for inclusive education has rapidly increased in China. Since 2011, children with ASD have been eligible for inclusive education. However, little is known of the implementation process by key personnel. The purpose of the current study was to qualitatively explore elementary school teachers' experiences and perspectives on an inclusive education policy and practice for students with ASD. Participants were from 5 elementary schools in 2 districts in Shanghai. This study consisted of data collection in 2 phases. First, semi-structured, in-depth interviews were conducted with school psychologists and vice principals responsible for students' mental health for implementation of general inclusive education at each school. Second, focus groups of frontline teachers were assembled to hear their firsthand experiences. A thematic analysis was performed. Findings indicated that although all 5 schools had some ASD-related support, training and resources varied depending on whether learning in regular classrooms (LRC) was implemented. Frontline teachers in particular faced challenges implementing LRC, including the limited extent of LRC, tedious implementation procedures, and parents' misconceptions of LRC. Regardless of these challenges, frontline teachers tried to support students with ASD as much as they could. The current findings should help to advance the inclusive education policy in Shanghai, including increasing the availability of inclusive education resources and training for teachers, issuing specific LRC guidance, and reducing ASD-related stigma. This study is among the first to explore the implementation of inclusive education in urban China.
随着自闭症谱系障碍（ASD）儿童数量的不断增加，中国对融合教育的需求迅速增加。自 2011 年以来，自闭症儿童已经有资格接受融合教育。然而，对于关键人员的实施过程知之甚少。本研究的目的是定性探讨小学教师对自闭症学生融合教育政策和实践的经验和看法。参与者来自上海 2 个区的 5 所小学。本研究包括 2 个阶段的数据收集。首先，对每所学校负责学生心理健康的学校心理学家和副校长进行半结构化深入访谈，了解一般融合教育的实施情况。其次，召集一线教师进行焦点小组讨论，听取他们的第一手经验。进行了主题分析。研究结果表明，尽管所有 5 所学校都有一些与 ASD 相关的支持，但培训和资源因是否在普通教室（LRC）中实施而有所不同。一线教师在实施 LRC 方面尤其面临挑战，包括 LRC 的有限程度、繁琐的实施程序以及家长对 LRC 的误解。尽管面临这些挑战，一线教师还是尽力为自闭症学生提供支持。目前的研究结果应有助于推进上海的融合教育政策，包括增加融合教育资源和教师培训，发布具体的 LRC 指导，并减少与 ASD 相关的污名化。本研究是探索中国城市融合教育实施情况的首批研究之一。
