The Present Situation Research On Reflecting Implementing Safety Education In School Of Special Students And Ordinary Students

Being a frequently occurred problem in schools, school safety issue brings a great harm to juveniles'mental and physical development. The safety issue of juveniles has a concern in each family's happiness and the social stability; therefore it is particularly urgent to provide young students with safety education. A large bulk of investigations on juveniles'safety education have been done by some domestic researchers, however, the exclusive study of special-needs students'safety education has not explored yet. This article tries to focus on some issues, namely, the implementation of special-needs school safety education, whether there are some problems or not, what are these weak points of the implementation. To get a full understanding of the present implementation of special-needs school safety education, a comparison between the implementation of common school and special-needs school is needed. By the use of investigation method, this thesis compares the present implementation of those two kinds of schools. Apart from the cultivation of special-needs students'self-protection, this study can teach them how to prevent and cope with accidental injury, plus with the ability to prevent accidents and to face with them, and it can improve the implication of the school safety education. In a word, it is meaningful to study this issue.The main conclusions of the research come as follows:â… . The Present Situation Research on Reflecting Implementing Safety Education at School of Special Students and Ordinary Students has a good reliability and validity, therefore it can be used in this study. After being tested, five variables are puts forth in the questionnaire, they are:the cognition of safety education, the system assurance of safety education, the publicity of safety education, the explanation of safety education, the practice of safety education.The results of special-needs students, ranked in a descending order of scores are as follows:the cognition of safety education> the system assurance of safety education> the explanation of safety education>the publicity of safety education> the practice of safety education. While the common school students go as the follows:the cognition of safety education> the system assurance of safety education> the practice of safety education> the explanation of safety education>the publicity of safety education.â…¡. There is a distinct difference between those two kinds of students on the implementation,prevention and management of schools accidental injury. The special-needs students get higher scores on the cognition of safety education, the system assurance of safety education, the publicity of safety education and the explanation of safety education. Conversely, the common school students have higher scores on the practice of safety education available than the special-needs students.III. From the aspect of gender difference, sharp discrepancy of special-needs students can be found in some available. Male special-needs students have higher scores on the cognition of safety education, the system assurance of safety education and the practice of safety education than female special-needs student. However, all pecial-needs students get approximate scores on the publicity of safety education and explanation of safety education. As to the common school students, no sharp difference can be found from the aspect of gender difference.IV. A distinct difference between common school students and the special-needs students in coastal and western areas can be observed on the implementation prevention and management of schools accidental injury. The special-needs students get higher scores on the cognition of safety education, the system assurance of safety education, the publicity of safety education and the explanation of safety education. On the contrary, the special-needs students have lower scores on the practice of safety education available than common school students.