Educational intervention for children with autism, known as the “king of special children,” is an extremely difficult task. Both foreign and Chinese educators are trying to figure out some effective educational intervention models. Early integration of children with autism is a form of childcare and education in which preschool children with special educational needs are placed in general childcare institutions and receive care and education together with normal children. At present, the implementation of early integrated childcare for young children with autism in China focuses on the following four aspects: 1. Family, kindergarten, and community model of integrated childcare Based on group cooperation, relevant forces are mobilized to conduct early diagnosis and assessment of children, and to develop and implement intervention and training plans. 2.Based on comprehensive assessment, establish individualized and structured conservation and education plans That is, use the information from comprehensive assessment and direct observation to determine the goals of integrated conservation and education, implementation methods and developmental assessment methods. 3. In the content of integrated childcare, emphasize the development of social interaction of children with autism Special emphasis should be placed on the development of social interaction, verbal communication and interaction skills of children with autism. A large number of training sessions that can improve attention, imitation and play should be arranged to develop children’s ability to share with others and express their emotions. 4. A permeable intervention method that maintains a certain amount of individualized training It is a daily training that allows children with autism to be trained in a natural social-ecological environment by parents or teachers, familiar people under the guidance of professional staff, in accordance with an individualized education plan. Through such training, the effects are consolidated. More obvious results can be achieved in correcting the behavioral style of autism and developing social communication and improving social adaptability. Second, the educational and teaching methods of the school-age stage: 1. Develop individualized educational and teaching programs In the process of developing, it is always important to think about whether these educational and teaching will improve children’s ability to understand nature and social cognition; whether they will promote their verbal communication skills, motor skills and vocational skills; and whether they will improve their social adaptation skills. In general, educators develop individualized educational instructional programs based on functional or pragmatic principles, the child’s age characteristics as well as developmental level, and the characteristics and degree of autism. Children with autism are not able to focus their attention on what they are learning because of the uncertainty of the direction of their attention and the “over-selection” that may accompany it. For example, if a child is sensitive to music and rhythm, music can be used to teach autistic children to learn multiplication facts. 3. Use structured teaching methods Use the principles of behavior analysis to determine teaching goals and teaching methods based on a comprehensive assessment, and develop individual education plans. Seek the active participation of parents and the cooperation of the community, teach parents to engage in certain educational and teaching tasks, and let the community where the child lives understand and cooperate with the education of children with autism. 4. Adopt intensive education methods Children with autism are given 15-30 hours of intensive training per week, and the consolidation of training results is mostly done by using the method of classroom-based learning (classroom-based learning is a highly flexible method of teaching using the ecological environment). It emphasizes the use of different environments, such as inside and outside the classroom, inside and outside the home, and inside and outside the kindergarten, to demonstrate the diversity of stimuli and to increase students’ interest and participation in learning. The curriculum is designed to emphasize social interaction and the development of communication skills. As much as possible, the content is arranged to develop the ability to interact and communicate with others, understand group norms and improve social participation skills. Improve the professionalism of educational and teaching staff and strengthen supervision and inspection. Regular monitoring and supervision are needed to ensure the implementation of individual programs for children with autism and to discuss problems in education in a timely manner to ensure the effectiveness and sustainability of education and teaching. Use a variety of learning theories and training methods. Motor therapy and intervention Principles: Determine the motor therapy and intervention program for children with autism through medical examination and motor fitness assessment, and develop individualized motor therapy and intervention programs. Control the amount of exercise in the exercise and intervention program, develop an individual plan to control exercise and intervention according to the child’s physical and mental condition, determine the duration and intensity of exercise treatment and intervention for children with autism, and avoid exertion that is difficult to recover from. Active movement therapy and interventions are mainly unassisted (rhythmic exercises, therapeutic gymnastics, boxing) and mechanical exercises (pole sports, ball sports, skateboarding, etc.). Numerous clinical studies have shown that through motor therapy and intervention, it is possible to bring incorrect and ineffective firing movements of children with autism under control, so that the individual has normal sensory input, so that the input can reach the appropriate neural channels and make correct and effective responses in effective integration, thus promoting the physical and mental maturation of the child.