Studies On The School Adaptation And Effective Indicators Of The School Support System Of Students With Cerebral Palsy

The study investigated the situation of school adaptation and the school support system of the primary school students with cerebral palsy, analyzed the situation of school adaptation and school support system of students with cerebral palsy. It researches the relationship between the school adaptation and the school support systems of students with cerebral palsy and affect and forecast of school adaptation bacuase of school support systems. In the end, put forward the effective indicators of the school support system of students with cerebral palsy.About tool in the study, it adapted the"questionnaire of the school adaptation for students in school life"compiled by Wu Wudian,Zhuang Mingzhen,Huang Yuzhen and investigated the school adaptation status in the primary school students with cerebral palsy. By the"questionnaire of the school support system for students with cerebral palsy"compiled by myself, investigated status of the school support system in the primary school students with cerebral palsy. The"questionnaire of the School Support System for student with cerebral palsy"is composed of five dimensions: environmental support, teacher support, evaluation support, schoolmate support, course and teaching support. These two questionnaires were set down strictly accordance with the requirements and standards of questionnaire and they have good reliability and validity in the reliability and validity testing.Conclusions are as follows:(1) The school adaptation status of student with cerebral palsy. First, there is no marked difference in sex and grade of students with cerebral palsy about the school adaptation. Second, there is marked difference between students with cerebral palsy in the urban were and students with cerebral palsy in the rural on teacher-student relationship, schoolmate relationships, self-acceptance and whole of the school adaptation(p<0.01). Third, students with cerebral palsy studying in ordinary schools are better than studying in special education schools on the conventional adaptation(p<0.05). But in terms of self-acceptance, in special education students with cerebral palsy are better than students with cerebral palsy studying in ordinary schools(p<0.05); Fourth, there is marked difference on the academic adaptation, conventional adaptation, teacher-student relationship , whole of the school adaptation(p<0.05) because of different students intellect ability, but there is no marked difference on schoolmate relationships, self-acceptance.(2)The school support system status of students with cerebral palsy. First, there is marked difference on the environmental support, evaluation support, schoolmate support, course and teaching support, whole of the school support systerm between students with cerebral palsy in urban and students with cerebral palsy in rural(p<0.01) and between students with cerebral palsy in special education school and students with cerebral palsy in ordinary school(p<0.01).Second, students with cerebral palsy in larger schools or in smaller schools can acquire more school surport than the moderate size schools.(3) There are significant correlation of multiple dimensions between school adaptation and school support system(p<0.05).If students with cerebral palsy get more school support, their academic adjustment, self-acceptance, especially teacher-student relationship, schoolmate relationships, and whole of adaptation are better.(4) There are four effective indicators of students with cerebral palsy on the school support system: teacher support, evaluation support, schoolmate support, environment support. Based on the study, the researcher advance the following suggestions: First, the special education teacher's training should be enhanced in schools, so that the teacher support become more specialization. Second, the construction of alternative assessment should be strengthened in schools. Third, the acessibility in school should be strengthened. Fourth, pay more attention to schoolmate relationship for students with cerebral palsy.