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澳洲留学生论文代写:自闭症儿童

应该注意的是,自闭症儿童的特征是一系列上述症状:社交和沟通技能受损,有限或缺乏联合注意力和符号使用。由于每个儿童的发展能力不同,其症状或诊断特征也可能不同。最重要的是,这些症状只是重要的指标,而不是诊断的决定性因素。现在,没有医学检验诊断自闭症,但应安排一名儿科医生,儿童发展服务,或专门的早期干预服务提供者(卫生部和教育,2008)的有关教育工作者获得父母的同意后成功与自闭症儿童在童年早期的设置,教育工作者必须承认,他们有权利融入一个支持性的环境,在那里,他们可以“与同龄人一起成长和学习”。在立法和政策层面,《1989年教育法》和《1993年人权法》规定所有有不同需要的儿童享有平等的权利,并规定因儿童的不同需要而歧视或不公正对待有不同需要的儿童是非法的。在儿童早期部门,显然表示世界卫生组织强调课程框架Te和riki(教育部(MoE), 1996)和质量在行动:实现理想目标的修订声明和实践,应该有平等的学习机会对所有孩子无论他们的能力。2000年,新西兰政府制定了《2000年特殊教育》,倡导将有不同需求的儿童纳入儿童早期教育和学校教育,并为他们提供更多的机会。就个人而言,教育工作者有责任在选择与儿童一起工作时满足不同儿童的不同需要。要成功地包括自闭症儿童,教育者首先要承诺将其包括在内。自闭症儿童应该和其他儿童一样,有同样的权利接受儿童早期教育。

澳洲留学生论文代写:自闭症儿童

It should be noted children with autism are characterised by a constellation of the above mentioned symptoms: impairments in social and communication skills, limited or lack of joint attention and symbol use. Due to the different developmental ability of each child, the symptoms or diagnostic features might be different from one another. Most importantly, these signs are only significant indicators rather than the decisive factor for the diagnosis. By now, there is no medical test to diagnose autism, but referral should be made to a paediatrician, a child development service, or specialised early intervention service provider (Ministries of Health and Education, 2008) by the concerned educators after gaining parental consent To successfully engage children with autism in early childhood settings, it is pivotal for educators to acknowledge their rights to be included in a supportive environment where they can “grow and learn side by side with their peers. On the legislation and policy level, Education Act 1989 and Human Rights Act 1993 mandate equal rights for all children with diverse needs, and make it unlawful to discriminate or treat unfairly the children with diverse needs because of their varied needs. In the early childhood sector, it is clearly expressed and stressed in the curriculum framework Te Whāriki (Ministry of Education [MoE], 1996) and Quality in Action: Implementing the Revised Statement of Desirable Objectives and Practices (MoE, 1998) that there should be equal learning opportunities for all children irrespective of their ability. In 2000, New Zealand government developed Special Education 2000 to advocate inclusion of children with diverse needs and increasing opportunities for them in the early childhood and school sector . On the personal level, it is the educators’ responsibility to meet different children’s varied needs when choosing to work with children. To successfully include children with autism begins with educators’ commitments to inclusion. Children with autism deserve and have the same right as every other child to be included in the early childhood settings.

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