A Research On The Learning Disabilities Of Secondary Vocational School Students

Individual developments of students could act on the vocational education and learning achievement of each student affect the quality of vocational education. Students in secondary vocational schools are great individual differences in groups; the proportion of learning disabilities students is relatively high. This paper adverse such phenomenon as subjects. Basis on classroom sociology, we investigate the academic study of the status of students with learning disabilities with questionnaires, interviews and classroom observation, Accordingly analyzing student characteristics and the impact of factors in depth, strategies could be concluded for learning disabilities students.First of all, this paper cards the research of learning disabilities, as well as the theory of classroom sociology, then defining the concept of learning disabilities students in secondary vocational schools. It discusses the relationship between classroom sociology and students with learning disabilities.Secondly, based on Classroom Sociology, we design questionnaire, interviews and class observation form. Investigate influencing factors and the academic status of learning disabilities students in secondary vocational schools. Findings revealed the academic status: in the middle and lower levels of academic achievement, learning attitude is not correct, bad study habits, lack of proper methods of study and so on. The influencing factors of their studies have class learning environment, classroom interaction, interpersonal relations, informal groups, as well as classroom size and so on.Finally, accordingly demonstration investigation, the paper analyzes the study characteristics of learning disabilities in secondary vocational schools students, as well as the factors of their academic status. The types of students with learning disabilities in secondary vocational schools have academic learning disabilities and behavioral-emotional learning disabilities; single discipline learning disabilities and multiple learning disabilities; single causal learning disabilities and multi-causal learning disabilities; temporary learning disabilities and long-term learning disabilities. In the factors of academic status, the class learning environment is major external factors; classroom interaction affects studying efficiency of students with learning disabilities; interpersonal relationships affects study emotion of students with learning disabilities; informal groups impacts attitude of students with learning disabilities ; class size affects level of their academic performance. In view of the above factors, the corresponding measures are: first, creating positive Class environment; second, we must create a lively interactive classroom atmosphere; third, set up a friendly and harmonious interpersonal relationship; fourth, guide informal groups correctly; fifth, regulate classroom size.