融合幼儿园普特幼儿同伴接纳的调查研究

融合幼儿园中普通幼儿与特殊幼儿间的相互接纳是衡量融合质量的重要因素。为了解融合幼儿园中幼儿同伴接纳现状，解决实际融合中存在的问题，采用融合园中幼儿同伴接纳量表和同伴提名法，在两所融合幼儿园随机整群抽取125名幼儿进行调查研究。结果显示：普通幼儿对特殊幼儿的同伴接纳处于中等偏上水平，且行为接纳高于情感接纳，特殊幼儿对普通幼儿的同伴接纳高于普通幼儿对特殊幼儿的接纳；通过特殊幼儿所属同伴接纳类型可知其在班级同伴关系中处于中等偏下地位，特殊幼儿对普通幼儿的接纳与班级中同伴关系相一致；小班普通幼儿对特殊幼儿的接纳度优于中班，不同性别普通幼儿在同伴接纳上无显著差异，受欢迎型的普通幼儿在同伴接纳上优于其他同伴类型的幼儿。

An Investigation on the Peer Acceptance of Normal Children and Children with Special Needs in the Inclusive Kindergarten

Mutual acceptance between normal children and children with special needs in inclusive kindergartens is an important factor to measure the quality of inclusion. Therefore, in order to understand the status quo of peer acceptance between normal children and children with special needs in the inclusive kindergarten, solve the problems existing in the actual inclusion, the Peer Acceptance Scale for Young Children in the Inclusive Kindergarten and the Peer Nomination Method are adopted. 125 children were randomly clustered in two inclusive kindergartens for investigation and research. The results show that: First, the peer acceptance by normal children to children with special needs is at an upper-middle level, and behavioral acceptance is higher than emotional acceptance. The acceptance of children with special needs to normal children is better than that of normal children to children with special needs. Second, through the peer acceptance type of children with special needs, it can be seen that they are in a lower middle position in the peer relationship of the class, and the acceptance of normal children by children with special needs is consistent with the peer relationship in the class. Third, the acceptance of children with special needs by normal children in junior classes is better than that of children in middle classes, and there is no significant difference in peer acceptance among normal children of different genders. The normal children of popular type are better than children of other types of peers in peer acceptance.