发布时间：2025-09-08
I. Training Background
In recent years, the number of children with autism in China has shown an upward trend. According to relevant data, the number of children with autism in Jiangxi Province has also been increasing year by year. These children face numerous challenges in their growth process, especially in the field of education—integrating into the general education environment has become a crucial issue on their path to development.
As a key support force for children with autism to receive education in regular schools, shadow teachers play an indispensable role. They accompany the children, assist them in better adapting to the teaching environment and understanding teaching content in class, guide them to participate in classroom interactions, and help them develop good behavioral habits and social skills. Shadow teachers serve as an important bridge connecting children, regular teachers, and families.
However, the current development status of the shadow teacher team in Jiangxi Province is not optimistic. On one hand, the number of people engaged in shadow teacher work is relatively small, making it difficult to meet the growing demand for children with autism to enter regular schools. On the other hand, the professional literacy and skill levels of shadow teachers are uneven. Some shadow teachers lack systematic professional knowledge training and face many difficulties and challenges in practical work, such as inaccurate grasp of the characteristics of children with autism, improper application of educational strategies, and poor communication and collaboration with regular teachers and parents. These issues have largely affected the quality and effectiveness of education received by children with autism in the general education environment.
In view of this, the Jiangxi Association of Persons with Intellectual Disabilities and Their Relatives, the Jiangxi Association of Persons with Psychiatric Disability and their Relatives, and the Ganzhou Disabled Persons’ Federation have taken active actions. They have decided to jointly organize a one-day public welfare training program for shadow teachers during the summer vacation, in collaboration with Ganzhou Teachers College and Bairun Education. The initiative aims to provide a professional learning and exchange platform for shadow teachers, enhance their professional capabilities and service levels, and lay a solid foundation for children with autism to better integrate into the general education environment and enjoy high-quality educational resources.
II. Training Objectives
This training focuses on the professional growth and practical ability improvement of shadow teachers, and is committed to achieving the following goals:
1.Deepen shadow teachers’ understanding of the characteristics of children with autism, covering cognitive, emotional, behavioral, and social aspects. Enable them to accurately grasp the children’s needs, provide a basis for personalized educational support plans, and help children with autism tap their potential and realize their self-worth in the general education environment.
2.Enhance shadow teachers’ classroom education guidance capabilities, including the selection and application of teaching methods, classroom behavior management, and response to learning difficulties. After the training, shadow teachers will be able to flexibly adjust their guidance according to the characteristics of children with autism and the requirements of regular classrooms, improve the children’s classroom learning efficiency and participation, help them overcome learning obstacles, and enhance their learning ability and knowledge level.
3.Strengthen shadow teachers’ communication and collaboration capabilities, involving communication and coordination with regular school teachers, parents, and school management. The training helps shadow teachers clarify their role positioning, master communication skills, promote the establishment of good cooperative relationships with school teachers to achieve information sharing and resource mutual assistance, and strengthen communication with parents to guide them in cooperating with school education, jointly promoting the growth of children with autism.
4.Cultivate the professional ethics and educational dedication of shadow teachers, enabling them to recognize the value and significance of their work, establish correct professional ethics and educational concepts, and engage in their work proactively, patiently, and responsibly. This will help them provide high-quality, professional, and considerate educational services for children with autism, supporting them to thrive in the general education environment and embark on a bright life journey.
5.Improve shadow teachers’ ability to support families of children with autism, enabling them to provide professional educational guidance and psychological support to these families. This helps parents better understand and respond to the needs of children with autism, reduce family burdens, enhance the psychological resilience and educational confidence of family members, promote family harmony and stability, and create a favorable family growth environment for children with autism.
6.Promote the all-round development of children with autism. By training shadow teachers to master scientific and effective educational methods and strategies, the training improves the adaptability and learning effects of children with autism in the general education environment, cultivates their independent living skills and social interaction abilities, enhances their quality of life and sense of happiness, and lays a solid foundation for their social integration and sustainable development in the future.
III. Training Time and Location
Time: July 26
Location: Ganzhou Teachers College
IV. Target Participants
In-service shadow teachers: Practitioners who already provide accompanying services for children with autism in regular schools or inclusive education institutions, and hope to improve their professional skills and ability to respond to complex classroom situations through systematic training.
Educators intending to switch to shadow teacher roles: Regular school teachers and special education teachers who hold teacher qualification certificates but have not yet engaged in shadow teacher work; practitioners in educational institutions (such as staff in rehabilitation centers and early education institutions) who wish to expand into the field of inclusive education services.
Students majoring in special education-related fields: College students (with junior college degree or above) majoring in special education who need to complete internships or graduation thesis design, and are committed to engaging in educational support work for children with autism.
Teachers of children with autism and school administrators: Homeroom teachers and subject teachers in regular schools that admit children with autism (to improve classroom management skills and master methods of collaborating with shadow teachers); school leaders in charge of inclusive education, moral education directors, and psychological counselors (to understand the working mechanism of shadow teachers and optimize the school’s internal inclusive education management system).
Parents of children with autism: Parents with clear educational support needs who hope to learn classroom assistance skills to participate in school accompanying, or cooperate with shadow teachers to implement educational plans at home.
V. Training Content and Schedule
VI. Introduction of Training Guests
Zhou Kun: Graduate of Preschool Education from Jiangxi Normal University, National Level-2 Psychological Counselor, National Senior Family Education Instructor, Training Lecturer at Jiangxi Online Parent School, Special Lecturer at Jiangxi Family Education Association, participant in organizing provincial-level projects on kindergarten regional games and outdoor games during the 13th and 14th Five-Year Plans, Distinguished Lecturer at Jiangxi Higher Education Press, and Distinguished Lecturer at the Jiangxi Disabled Persons’ Federation Standardized Training Base.
Jiang Yurong: Bachelor of Psychology from the University of Victoria (Canada), Applied Behavior Analyst for Children with Autism, Distinguished Teacher of Child Education at Saskatchewan Polytechnic (Canada), Distinguished Lecturer at the Jiangxi Disabled Persons’ Federation Standardized Training Base, VB-MAPP Assessment Lecturer, Behavior Analyst, and Senior Supervising Teacher.
VII. Organizers
Host Units: Jiangxi Association of Persons with Intellectual Disabilities and Their Relatives, Jiangxi Association of Persons with Psychiatric Disability and their Relatives, Ganzhou Disabled Persons’ Federation
Co-organizers: Ganzhou Teachers College, Bairun Education
VIII. Registration Methods
Please register through one of the following methods one week before the start of the training:
Online Registration: Submit registration information directly in the promotional leaflet, or scan the QR code of the WeChat group below (if the QR code expires, please contact the staff directly).
Telephone Registration: Contact [Name and Telephone Number of the Contact Person from Ganzhou Teachers College].
IX. Other Notes
The event is free of charge, but the number of seats is limited. Please register in advance.
This is a public welfare event with no fees charged. Participants shall bear their own round-trip transportation, accommodation, and other related expenses.
