The Research On School Adaptation Of The School For The Blind Students

The mental adaptation level is weighs the individual psychologically healthy of condition an important target, but regarding the middle-school student, the school is one of its study, the life and growth important places. The school adapts then becomes reflects the student psychologically healthy level the important standard. The blind school middle-school student is a special objects, so school adapts research of them is very important and meaningful.In this article, T-CRS2.1 Chinese equivalent, based on self-compiled version of the "student school Readjustment Rating Scale", and 60 blind high school students and 60 middle school students in ordinary schools were involved in the school to adapt to meet the academic, behavioral adaptation, emotional adjustment, interpersonal relationships, school culture to adapt to the situation in five areas investigated. Discussed the School for the Blind school students to adapt to the general characteristics, gender, grade, school and the School for the Blind & Poor's several aspects of the comparative analysis. Then discussed the development of blind students to adapt to the law school, according to their different characteristics are classified. For the blind students to better adapt to the school's educational life, personality, and provide the basis for the development of mental health. But also for teachers, schools, and better implementation of the education intervention made feasible suggestions. The results show that:The overall level of adaptation in the school, the School for the Blind school students meet the standards of the average score below the average score, School for the Blind school students to adapt to the overall level was significantly lower than students in ordinary schools. School for the Blind students of the schools to adapt to secondary school students in ordinary schools and schools to adapt to differ. Emotional adaptation, school culture to adapt to achieve an extremely significant.Secondary school students in the School for the Blind and the students in ordinary schools to adapt to the characteristics of comparison, blind studies to adapt to secondary school students is lower than the total score on the high school students in ordinary schools, and showed significant difference. Academic studies of adaptation there was no significant difference in attitudes. School for the Blind behavior of middle school students meet the total score is lower than in the high school students in ordinary schools, and showed significant difference. School for the Blind students to adapt to the total score on the mood must be less than students in ordinary schools, and were extremely significant. School for the Blind to adapt to secondary school students in the total score on the interpersonal lower than students in ordinary schools, and showed significant difference. In the two aspects of interpersonal relations in the companions were not significantly different. School for the Blind school culture to adapt to secondary school students is lower than the total score on the high school students in ordinary schools, and were extremely significant.School for the Blind students in the schools to adapt to the gender factor analysis, the blind students of the schools to adapt to, in general, there is no difference, indicating the gender factors on the schools to adapt to the impact does not exist. But the emotional aspects of adaptation and the school culture to adapt to differences between male and female high school students reached a significant level.School for the Blind students in grade schools to adapt to factor analysis, the blind students of the schools to adapt to no difference in the grade. However, average point of view, as the grade increases, students meet the standards of schools is increasing. School for the Blind seventh and eighth-grade students in the emotional adaptation to achieve significant difference. While the eighth grade and ninth grade, there was no difference in this regard. Cultural adaptation in the school, the seventh and ninth grades showed significant differences, while in seventh grade and eighth grade comparisons showed no significant difference.The results suggest that: blind students attach importance to the status of school adjustment, school adjustment efforts to enhance the level of Blind Students; combination of the characteristics of the Blind students adapt to school and take the appropriate educational measures; correct understanding of school for the blind students to adapt to gender differences in schools, targeted education; concern for the Blind school students meet the grade difference, grasp the critical period; try to adapt to the school under the School for the Blind students to classify their characteristics, to explore appropriate methods of education and teaching.