Present Situation and Optimization Strategy of Teacher-Child Interaction for Special Children in Integrated Education
Abstract
Integrated education is the core path to achieve educational equity, and teacher-child interaction, as the core element of the process
quality of preschool education, directly affects the social adaptation and all-round development of special children. Based on the empirical research results in recent years, this paper systematically analyzes the actual situation and deep-seated problems of teacher-child interaction for
special children under the background of integrated education, and puts forward optimization strategies from three dimensions: teacher professional development, interactive mechanism construction and support system improvement, so as to provide practical reference for improving
the quality of integrated education.
quality of preschool education, directly affects the social adaptation and all-round development of special children. Based on the empirical research results in recent years, this paper systematically analyzes the actual situation and deep-seated problems of teacher-child interaction for
special children under the background of integrated education, and puts forward optimization strategies from three dimensions: teacher professional development, interactive mechanism construction and support system improvement, so as to provide practical reference for improving
the quality of integrated education.
Keywords
Inclusive education; Children with special needs; Teacher-child interaction; Interaction optimization
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DOI: http://dx.doi.org/10.70711/neet.v4i8.9966
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