Investigation And Research On Educational Support Of Families With Preschool Special Children

Equity and inclusion are the eternal pursuit of human rights in the international community,and children with special needs and their families,as a vulnerable group in education,need the support of all sectors of society.Currently,it has become an international consensus that families play an important role in the rehabilitation and education of children with special needs,and making full use of various social resources to provide support for families is an effective way to promote the learning and development of children with special needs.0-6 years old is a critical period for early intervention and education of children with special needs,and empowering families through high-quality educational support is of great significance to achieve social equity.Based on the analysis of relevant literature at home and abroad,this study adopts a qualitative research method to collect data through interview,observation and physical analysis,conducts an in-depth investigation into the current situation of educational support for preschool families of children with special needs,analyzes its problems and possible causes,and puts forward targeted suggestions for improving educational support for families.The specific content consists of five parts.The first part,problem formulation.The reasons for the study range from the fact that supporting the integration of children with special needs into society is a common vision worldwide,that families play an important value in the development of children with special needs,and that the educational support for families of preschool children with special needs in China needs to be improved.The significance of this study is that it helps to enrich the empowerment theory and related research in the field of preschool special education,provides reference for improving the effectiveness of educational support in practice,and has some reference value for the relevant government departments such as the Disabled Persons’ Federation and civil affairs to formulate education and rehabilitation policies.This study systematically reviews the research on family support for preschool children with special needs,educational support for preschool families with special needs,and empowerment of families with special needs.A combination of literature,interview,observation,and physical analysis methods were used to conduct a qualitative research design and investigate.The second part,theoretical foundation.Empowerment and empowerment theory,social support theory,ecological theory of human development,and inclusive education theory are the main theoretical foundations of this study.Social support theory emphasizes that support is a complex structure or network that includes subject,object,content,and form,and not only considers the supply of support resources but also ensures the actual effectiveness of support;human development ecology theory emphasizes the continuous interaction between individuals and the environment for continuous development;inclusive education The concept of inclusive education emphasizes the protection of rights,concern for equality,respect for differences,and compensation for deficiencies in the education of children with special needs,and provides an inclusive educational environment for young children.The third part,the current situation of educational support for preschool families of children with special needs is analyzed.This study analyzes the basic situation of educational support for preschool families of special children by interviewing,observing and collecting physical data from 14 parents of special children,2 managers of rehabilitation institutions and3 special education teachers,and conducting a survey and research in three aspects:educational subsidies,rehabilitation training and parent training for families of special children.The fourth part,the analysis of the problems and causes of educational support for families of preschool children with special needs.Through the survey and research,we found that the problems in educational support for families of preschool children with special needs mainly include: the function of educational subsidies to relieve families’ economic pressure needs to be strengthened,the individualization of interventions for young children in rehabilitation training needs to be improved,and the diversity and systematization of parent training needs to be improved.The problems are related to three aspects: at the social level,sound legislative protection,caring and collaborative support system,and inclusive social environment;at the level of rehabilitation and education institutions,the number of teachers and their professionalism need to be improved,and the trust relationship between parents and teachers needs to be strengthened;at the family level,parents’ awareness of actively seeking support,parents’ knowledge and ability to cooperate with teachers in education,and family relationships affect the effectiveness of educational support.The fifth part,suggestions for enhancing the effectiveness of educational support for families of preschool children with special needs.At the level of society,promote legislation on educational support for preschool families of children with special needs,increase the state’s financial investment in education for families of children with special needs,and establish resource coordinators in family support networks.At the level of rehabilitation and educational institutions,emphasize the development of complex literacy of special education teachers and the practice of relational support in cooperation with families.At the family level,emphasis is placed on the establishment of positive emotional relationships within the family,and on enhancing parents’ awareness and ability to carry out family interventions.