A Case Study On English Learning Of Students With Mental Retardation In Primary School ——Take NanJing L Primary School As An Example

In order to implement the Law on the Protection of Persons with Disabilities and the Regulations on Education for Persons with Disabilities,the Chinese government has actively promoted the inclusion of students in primary schools.Currently,children with disabilities（visual,hearing and intellectual impairments）and children with suspected intellectual impairments in rural areas who do not have screening and identification facilities are eligible to attend classes.Among them,how to guarantee the learning of students with intellectual disabilities in primary school is particularly critical.At present,researchers have discussed the problems existing in Chinese and mathematics learning of students with intellectual disabilities in primary school,but less attention has been paid to the problems existing in English learning of students with intellectual disabilities.In this study,three students with intellectual disabilities were selected from Nanjing L Primary School,and their English learning status was studied by interviewing,observing and writing analysis.On the one hand,it analyzes the English learning habits,attitudes and academic performance of students with intellectual disabilities.On the other hand,the study analyzed the English learning support the case received from family,class and school.The findings are as follows:（1）The English learning status of the three mentally retarded students is different.Among them,one student English learning condition is good,one student English learning condition is poor,the other student is unable to learn English.（2）The three mentally handicapped students received insufficient English learning support at home,in class and at school.At the family level,due to the lack of educational knowledge to cultivate children with intellectual disabilities,it is difficult for parents to correctly deal with the problems existing in students’ growth and learning.At the same time,parents’ scientific and cultural knowledge and English subject knowledge are limited,and their help to students’ learning is limited.Parents of individual students have doubts or hostile attitudes towards school education and cannot form joint forces with the school.It is difficult to carry out correct educational intervention for students with intellectual disabilities.At the class level,English classes in primary schools are still carried out for the majority of normal school-age children,and it is difficult for students with intellectual disabilities to adapt to normal English learning courses.The form of peer support is single,and most of them are"little mister" designated by the teacher to help them with their English homework.At the school level,the school belongs to the second batch of experimental schools in N City that carry out the work of in-class study.The experience of in-class study is not very rich,and it is still in the exploratory stage.The professional teachers who are responsible for studying with the class are relatively weak.（3）English learning support for students with intellectual disabilities affects their English learning status.Under the condition that the school support is consistent and the class support is small,students with better performance of family support have better attitude and habit of English learning,while students with average performance of family support have worse attitude and habit of English learning.