Mesibov G B, Shea V
Medical School, University of North Carolina at Chapel Hill 27599-7180, USA.
J Autism Dev Disord. 1996 Jun;26(3):337-46. doi: 10.1007/BF02172478.
The concept of "full inclusion" is that students with special needs can and should be educated in the same settings as their normally developing peers with appropriate support services, rather than being placed in special education classrooms or schools. According to advocates the benefits of full inclusion are increased expectations by teachers, behavioral modeling of normally developing peers, more learning, and greater self-esteem. Although the notion of full inclusion has appeal, especially for parents concerned about their children's rights, there is very little empirical evidence for this approach, especially as it relates to children with autism. This manuscript addresses the literature on full inclusion and its applicability for students with autism. Although the goals and values underlying full inclusion are laudable, neither the research literature nor thoughtful analysis of the nature of autism supports elimination of smaller, highly structured learning environments for some students with autism.
“完全融合”的理念是，有特殊需求的学生能够且应该在获得适当支持服务的情况下，与发育正常的同龄人在相同环境中接受教育，而不是被安置在特殊教育教室或学校。倡导者认为，完全融合的好处包括教师期望的提高、发育正常的同龄人的行为示范、更多的学习以及更强的自尊心。尽管完全融合的理念具有吸引力，尤其是对于关心孩子权利的家长而言，但这种方法几乎没有实证依据，特别是对于自闭症儿童。本手稿探讨了关于完全融合的文献及其对自闭症学生的适用性。尽管完全融合背后的目标和价值观值得称赞，但无论是研究文献还是对自闭症本质的深入分析，都不支持为一些自闭症学生消除规模较小、结构高度严谨的学习环境。
