学前融合教育中的环境设置研究(13)

学前融合教育中的环境设置研究主要讲述物理环境与心理环境的营造

每个人都可以接纳有特殊需要的人群，那么这样一个大环境是非常适宜他们回归和生存的。

对于有特殊需要的儿童，内在心理安全远比物理环境安全来得重要；相应地，人们心理接纳远比外在环境的接纳更能产生良好的生存空间。

5.6 完善的教育环境监督体系

当我们还在为儿童在学校出现伤亡事件追究责任的时候，美国的消费者机构早已在每年提出一份关于环境安全的年度报告，一系列的监督检查机构自上而下有序地对环境进行监督检查，制定相应的核查表供各阶层的人员对环境进行调整、监督、改善。

所以在学前融合机构中，教育环境要求各方进行监督管理，比如家长与教师的日常监督、核查机构的定期检查、行政领导的完善维护等，从而建立完善的体系，明确责任。 融合教育是特殊教育发展的必然趋势，学前教育是儿童走向社会的最初开端，在物理环境、心理环境中保障儿童的安全与发展是学前融合教育中的关键。物理环境着重于为有特殊需要的儿童创造一个最少限制、安全、有效的外在环境；而心理环境在于创设一个让有特殊需要的儿童与同伴、教师、家长之间有效互动的内在环境，两者的最终目的是让有特殊需要的儿童在学前融合的环境下取得最大程度的发展。 6. 参考文献

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