融合幼稚園普通幼兒對特殊需要幼兒同伴接納態度現狀的調查研究-以廣州市L幼稚園為例

A Study of Ordinary Children’s Accepting Attitude Towards Peers With Special Needs Inclusive Kindergarten - A Case Study of L Kindergarten In Guangzhou

“融合教育”使普通幼兒與特殊需要幼兒成為共同成長的同伴，在融合幼稚園中，普通幼兒是否接納特殊需要幼兒，直接影響到融合教育的品質，以及幼兒社會化的發展。本研究採用量表測查、實地觀察和訪談法，選取廣州市一所融合幼稚園兩個大班43名普通幼兒與9名特殊幼兒作為被試，對普通幼兒是否接納特殊需要幼兒的態度進行研究。測查採用改編的「普通幼兒對特殊需要幼兒的同伴接納態度量表」。此外，對被試一日生活中的互動情況進行為期三個月的觀察和記錄，還就相關問題對被試所在班級7名教師進行訪談，以期瞭解融合幼稚園普通幼兒對特殊需要幼兒接納態度的現狀，並探討影響接納態度的相關因素。研究發現：1.特殊需要幼兒在融合班級中是能夠被普通幼兒的群體所接納；2.在特殊需要幼兒沒有危及到自己孩子的安全的前提下，普通幼兒父母是支援至少不反對特殊需要幼兒和自己的孩子做同伴；3.普通幼兒與特殊需要幼兒的正向互動，更多是在教師的引導下進行的，自發自主的正向互動較少，特殊兒童鮮少發起主動的正向互動。4.普通幼兒與特殊需要幼兒的中性互動多為告狀行為；5.特殊需要幼兒與普通幼兒的負向互動比例較高，和她們缺乏互動技巧的干預有關；6.幼兒教師普遍缺乏特教專業的知識技能，對如何引導普通兒童自發主動地與特殊需要幼兒互動缺乏經驗；7.影響普通幼兒對特殊需要幼兒接納態度的相關因素主要包括：特殊需要幼兒不恰當行為和較弱的學習能力、普通幼兒接觸特殊幼兒的經驗和自身個性、普通幼兒家長的理念、幼兒教師的理念、榜樣和言語及指導策略、師資數量等。

The Salamanca Statement have proposed “inclusive education” since the 1994 , which haslaid a solid foundation for ordinary children and children with the special needs to become growingpeers. Peer acceptance is an important part of peer relationship. Whether ordinary children accept thechildren with special needs directly affects the quality of inclusive education, and the development ofchildren's socialization in inclusive kindergarten.This research adopted the adaptation of “The Ordinary Children's Attitude Towards the Childrenwith Special Needs Scale”. The researcher selected two top inclusive classes in kindergarten inGuangzhou city，and investigated 43 ordinary children's attitude towards 9 special children withspecial needs. The researcher observed and recorded the peer interaction in daily life. In addition, 7teachers of the two classes were interviewed with the interview guide. The researcher used variousresearch methods to learn about ordinary children's attitude towards children with special needs，and explored the related factors of the ordinary children's attitude towards the children with specialneeds. The main findings of this study are summarized as follows:1. In general, children with special needs are accepted by ordinary children in inclusive classes.2. Under the premise that children with special needs don't threaten their children's safety,ordinary children's parents either support or not oppose to their children and children with specialneeds as peers.3. Most of interactions between ordinary children with children with special needs are conductedunder the guidance of teachers, and have short of spontaneous interactions.4. Most kindergarten teachers lack of professional knowledge about inclusive education, so thatthey have no idea how to guide ordinary children spontaneously take the initiative to interact with thechildren with special needs.5. The related factors of the ordinary children's attitude towards the children with special needsinclude: inappropriate behaviors and learning problems of the children with special needs; contactexperiences and characteristics of normal children; the idea of normal children's parents; the talk andguide of kindergarten teachers; the numbers of teaching staff.