Compare Theory of Vygotsky to Banking Approach to Understand the Barrier to Learning that Affects ASD Students in Mainstream Primary Schools in China
With the comprehensive implementation of the “inclusive education” policy in China, a growing number of Autism spectrum disorder (ASD) students are enrolled in mainstream schools as part of their regular classes. This essay compares the theory of Vygotsky and the banking approach to understand the learning barrier is that ASD students lack professional assistance of teachers in the learning process in mainstream primary schools in China. In terms of social justice, there is inequality in the assessment system. There are different forms of discrimination for ASD students accepting education in mainstream schools, the result of such discrimination is the inequality of their participation as well as development opportunities. Based on the theory of Vogstky, social interaction disorder and language disorder limit the cognitive development of ASD children. As for the banking approach, teachers struggle to accurately measure ASD students’ ZPD, which affects effective scaffolding. The banking model of mainstream primary school is not conducive to the needs of ASD children. Vygotsky's theory provides insight into the underlying causes of autism learning disabilities in mainstream schools, while banking approach analyses the external causes of autism learning disabilities. In other words, professional support from teachers has a greater impact on children with ASD than the mode of education in class.
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