Research On Intervention Strategies For Mild Retardation Students' Poor Adaptation Of Learning In Regular Classes In Middle School

Learning in regular class is one of the current modes of Special Education in China. Special students in regular middle school classroom always meet a lot of adaptive difficulties after their primary education. Through the practice research of "C school", this research wants to find out and try to solve some problems.As the practical research of C school, this research shows that there are internal and external factors can effect the special students'school adaptation from such aspects as learning, interpersonal and behavior adaptation on the situation investigation of school adaptation and case study of the special students in regular classroom. The internal factor mainly refers to the mild retardation of the special students themselves and psychological obstacles due to their staying in the vulnerable groups of the classroom for a long time; the external factor mainly refers to the improper cognition and behavior disposal of school, teachers, classmates and parents towards the special students.On the problems and factors that have discussed, the construction of school's supporting and guaranteeing system, the establishment of resource room and curriculum, the developing of the professional training of the students are the intervention measures of school. They having got certain effect while still facing deficiency. The guaranteeing system helps the students get support from individualized curriculum and group activity. During the process, the change of leaders and the shortage of the curriculum design and resource teachers influence the effect of implementation. Some teachers can use the related professional knowledge from the professional training to educational and teaching process, while part of others keep still and it's hard to update their educational concepts.