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首页> 外文期刊>International Journal of Environmental Research and Public Health >Perspectives on Inclusive Education of Preschool Children with Autism Spectrum Disorders and Other Developmental Disabilities in Iran
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Perspectives on Inclusive Education of Preschool Children with Autism Spectrum Disorders and Other Developmental Disabilities in Iran

机译：伊朗自闭症谱系障碍和其他发育障碍学龄前儿童的全纳教育观点

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摘要

Background : Iranian children with disabilities invariably attend special schools and many may be excluded from education entirely. Information on preschool education is limited but probably mirrors the situation in schools. There is a lack of information in terms of parental preferences for schooling and teachers’ experiences of inclusion in Iran. Method : Two feasibility studies were undertaken; one with 89 parents of children with autism or intellectual disabilities, and another with the head teachers of two private kindergartens. Results : Two-thirds of parents favored inclusive schools; most parents whose children had autism or were verbally proficient were in favor of their child attending ordinary schools, even if their child had been placed in a specialist preschool facility. The head teachers justified inclusion in terms of children’s rights but identified three main challenges: coping with the diverse level of functioning, the need for special devices and training of teachers, and challenging the negative reactions of parents of non-disabled children. Conclusions : Further exploration of the views of those who have experienced inclusion would further challenge existing practices. Moreover, the training and preparation of teachers is key to reforming schools. However, wider social values and beliefs towards disabilities also need to change.
机译：背景：伊朗的残疾儿童总是上特殊学校，许多儿童可能会被完全排除在教育之外。关于学前教育的信息有限，但可能反映了学校的情况。在父母对学校的偏爱和教师融入伊朗的经历方面，缺乏信息。方法：进行了两次可行性研究;一个人有89名患有自闭症或智障儿童的父母，另一名有两所私立幼儿园的校长。结果：三分之二的父母偏爱融合学校;即使孩子被安置在专业的学前教育机构中，大多数孩子患有自闭症或语言熟练的父母也赞成孩子上普通学校。校长们在儿童权利方面证明了包容性是合理的，但指出了三个主要挑战：应对各种功能，对特殊设备的需求和对教师的培训，以及对残障儿童父母的负面反应的挑战。结论：进一步探索那些被纳入的人的观点将进一步挑战现有的实践。此外，教师的培训和准备对学校改革至关重要。但是，更广泛的社会价值观和对残疾的观念也需要改变。

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