An Intervention Research Of Literacy Ability For Children With Autism Spectrum Disorders In Inclusive Education

Inclusive education in ordinary schools is the preferred form of placement for children with autism spectrum disorders worldwide,and it is also a major trend now and in the future.Literacy is the foundation of reading and writing,and it is the basic part of children's transition from oral speech to learning written speech.It has a positive effect on listening and speaking ability.The development of literacy is the premise and guarantee of cultivating comprehensive Chinese literacy.It is also an important teaching content throughout the compulsory education stage.At present,international literacy interventions for children with autism spectrum disorders have received extensive attention and research,but they are still in the preliminary exploration stage in domestic special education research,and there is less empirical research.Therefore,this study focuses on children with autism spectrum disorder in the context of integrated education as the research object,and adopts evidence-based literacy intervention methods to locally intervene in the literacy skills of children with autism spectrum disorder in China with a view to improving The quality of China's integrated education provides reference and reference.First,based on the paradigm of evidence-based research,a meta-analysis of intervention studies on literacy in children with autism spectrum disorders is conducted,and the effectiveness of various literacy intervention methods is summarized and analyzed.Literacy Intervention Methods provides the basis.Second,adjust and apply the Effective Intervention Scheme Based on Evidence-Based Evidence in combination with the academic needs of children with autism spectrum disorders,the recommendations of special education experts,the actual situation of ordinary schools,and the background of researchers.A single-subject experimentaldesign was used to study the literacy skills of three children with autism spectrum disorder using three intervention methods: direct instruction,computer-assisted instruction,and a combination of direct instruction and computer-assisted instruction.Meta analysis results show that there are 20 literacy intervention methods for children with autism spectrum disorder in international studies,and the intervention methods have a medium-to-high effect.The results of a single participant experiment show that evidence-based interventions have a positive effect on the localization of literacy in children with autism spectrum disorders.Direct intervention,computer-assisted instruction and mixed instruction have good intervention and maintenance effects on the literacy of children with autism spectrum disorder.The intervention effect of computer-assisted instruction and mixed instruction is obviously better than direct instruction.Better than computer-assisted instruction.The three intervention methods have a good intervention effect and maintenance effect on the use of ASD children's phonetics,shape,meaning,and the intervention effect of the use of characters is particularly significant.Based on the above results,combined with the current research status of ASD children in China,several suggestions are made for the localization research and practice of literacy in children with autism spectrum disorders.