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Early Intervention Experience and Enlightenment of Preschool Children with Disabilities in the United States

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DOI: 10.23977/aetp.2022.061019 | Downloads: 16 | Views: 580

Author(s)

Wei Zhou 1, Yujia Huo 1

Affiliation(s)

1 Department of Preschool Education, Inner Mongolia Preschool Education College for the Nationalities, Ordos, Inner Mongolia, China

Corresponding Author

Wei Zhou

ABSTRACT

With the continuous development of special education in China, early intervention has gradually received attention, but at present, China has carried out fewer early intervention projects, and the sustainability is poor; Moreover, the number of public preschool special education institutions in China is limited, most of them exist in economically developed cities, and there are few preschool special education institutions in rural and underdeveloped areas, resulting in many special children losing the opportunity to receive professional early intervention. Private preschool special education institutions need to be strengthened in terms of faculty, fund and teaching level. The development of special education in the United States is early. After long-term development, the early intervention for special children in the United States is in a steady development stage, which has important reference significance for the implementation of early intervention for special children in China. This paper analyzes the relevant issues of early intervention for special children in the United States from the historical process of early intervention in the United States to the basis and methods of early intervention in the United States, and puts forward some corresponding suggestions in combination with the actual situation of the development of special education in China.

KEYWORDS

children with disabilities, early intervention, preschool education

CITE THIS PAPER

Wei Zhou, Yujia Huo, Early Intervention Experience and Enlightenment of Preschool Children with Disabilities in the United States. Advances in Educational Technology and Psychology (2022) Vol. 6: 130-134. DOI: http://dx.doi.org/10.23977/aetp.2022.061019.

REFERENCES

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