摘要本文调查中国和津巴布韦的特殊学校在自闭症儿童教育中的作用，系在两国各选取两所学校进行得质性比较研究，学校为针对自闭症儿童特殊教育中心。研究者旨在调查特殊学校系统的发展、特殊学校在教育自闭症儿童方面的成就、学校当中自闭症儿童的教学与学习、中国和津巴布韦两国国内对自闭症作为一类残疾的概念和/或看法。研究者通过访谈特殊学校里的校长、教师、学校其他的教职工和学生家长，并参与到自闭症儿童的日常教学与学习中来收集数据。作为在残疾儿童教学与学习方面的重要支撑点——自闭症儿童教育同样适用——本研究使用了“社会-文化理论”和“融合教育模式”两个理论框架。“融合教育模式”主张教育中的歧视的、基于假设的以及实操的模式向无歧视、融合的模式转变。“社会-文化理论”旨在解释个人是如何影响文化、制度及历史环境的。本研究的主要目的在于解释当前特殊学校在自闭症儿童教育中的作用。教育是人类发展的重要工具，是所有人的一项基本权利，本研究旨在强调特殊教育——尤其是在教育、训练自闭症方面——的重要性，并让自闭症儿童拥有更好的生活。本研究阐释了特殊学校在教育自闭症儿童中的重要作用，儿童有权获得能够帮助他们适应社会的终身技能，特殊学校在对自闭症议题的关注与呼吁上的努力，扮演了核心角色。

ABSTRACTThis thesis investigates the role of the special school in educating children with autism spectrum disorders ASD’s in China and Zimbabwe. It is a qualitative comparative study of two schools in both countries. The schools are set up as special education centers for children with autism. The researcher aimed at investigating the development of the special school system, the special school achievement in educating children with autism, the teaching and learning of children with autism in these schools and the cultural conception and or perception of autism as a disability in both China and Zimbabwe. To achieve this the researcher employed qualitative data collection methods by interviewing principals, teachers, co-educational workers and parents who are directly involved in the special school and the day to day teaching and learning of children with autism. The study employs two theoretical frameworks the Socio-Cultural theory and the Inclusive Education Model. The researcher as an interface has used these two frameworks because both frameworks have important underpinnings in the teaching and learning of children with disability in the context of the study children with ASD. The ‘Inclusive Education Model’ which focuses on moving away from disabilist theories, assumptions, practices and models to a non-disabilist, inclusive system of education. The ‘Socio-cultural Theory’ is used to explain how individual mental functioning is related to cultural, institutional, and historical context. The main objective of the research is to explain the current role of the special school in educating children with autism. Education is an important tool fro human development and is a basic right to all, this research is meant to enlighten the importance of special school units especially autism specific as they teach, train and make better the lives of children with ASD. The study shows the important role the special school is doing in educating children with autism. It is empowering children with life long skills that are helping them adapt in society. The school is at the center of collaborative effort in awareness and advocacy for issues to do with autism.