Study On The Social Adaptive Behaviors Of Miao Deaf Students In Special Education Schools In The Region Of Guizhou Miao

This study is a sub-project of National Social Science Fund Project,"The cross-culture study of special children's social adjustment in Minority Nationalities of Southwest China " . Quantitative and qualitative research methods are adopted separately to carry out the research of the social adaptive behavior of Miao deaf students in special education schools in the region of Guizhou Miao. Firstly, according to the general procedure of developing a scale, the study follows the research strategy of empirical survey - theoretical analysis - empirical verification to develop the Social Adaptive Behaviors Scale of deaf students in special education schools. By drawing references from the Social Support Scale and Life Satisfaction Scale of others to carry out the investigation of development characteristics and the relationship between social adaptive behaviors, social support and life satisfaction of Miao deaf students in special education schools in the region of Guizhou Miao in etic perspective. Meanwhile, a Miao deaf student is selected as a case study. In emic perspective, observation, interviews, physical analysis of quatitative research methods are used to carry out the investigation of the case's development of social adaptive behaviors .Through the above research, we can draw the following conclusions:(1) The Social Adaptive Behaviors of deaf students in special education school include three first-order factors, which is self-adjustment, career activities and interpersonal adaptation. Among them, the first-order factor of self-adjustment including self-control, self-evaluation, positive experiences and negative experiences ; the first-order factor of career activities including self-care , labor attitudes, learning activities and code of conduct ; the first-order factor of interpersonal adaptation including peer relations, teacher-student relationship ,the relation with other healthy people, parent-child relations and collective harmony .(2) The good social adaptive behaviors of deaf student in special education schools are the daily behavior qualities which they need, to deal with the relation with themselves, the relation with environment, and the relation with others. Specifically, on one hand, these daily behaviors origin from the individual's positive self-adjustment; on the other hand, these daily behaviors are revealed in students' responsibilities and obligations in school's life , as well as the good relationship with the surrounding people. (3) Among the deaf students in special education schools in the region of Guizhou Miao , the gender variable has significant difference in the factor of self-reliance, girls' score is significantly higher than boys' .Ethnicity variable have significant difference in the factor of the relation with other healthy people, Han's score is significantly higher than Miao's, the other minority's score is significantly higher than Miao's. Grade segment variable have significant difference in the factor of self-evaluation, negative experience, self-reliance, learning activities and behavioral norms. When it comes to self-evaluation factor, the secondary school section of students' score is significantly higher than the upper primary students'; the upper primary students' score is significantly higher than the lower primary students'. In the negative evaluation factor, the secondary school section of students' score is significantly higher than the upper primary students'; the lower primary students' score is significantly higher than the upper primary students'. In the self-care factor, the secondary school section of students' score is significantly higher than the upper primary students' and the lower primary students'. When it comes to learning activities factor, the secondary section of students' score is significantly higher than the upper primary students'. When it comes to the code of conduct factor, the secondary section of students' score is significantly higher than the upper primary students'. Gender, ethnicity, grade segment variables in the thirteen factors of social adaptive behavior does not exist interaction.(4) Among the deaf students in special education schools in the region of Guizhou Miao , grade segment variable have significantly difference in the first-order factor of self-adjustment, career activities, and total score. The upper primary students' score is significantly lower than the secondary section of students' score in the first-order factor of self-adjustment, career activities and total score. Although there is no significant difference between the upper and the lower primary students' score, the upper primary students' score is lower than the lower primary students' score in the first-order factor of self-adjustment, career activities and total score. The primary higher-section is a critical period of development of social adaptive behaviors to the Miao deaf students in special education schools in the region of Guizhou Miao.(5) Social support have a higher and significant prediction to the development of social adaptive behaviors of Miao deaf students in special education schools in the region of Guizhou Miao , which proves that social support can promote the development of individual social adaptive behaviors. Under the condition of social support, social adaptive behaviors have a higher and significant prediction to life satisfaction. (6) Through qualitative research, the researchers bring forward the further strategies to promote the development of individual social adaptive behaviors. That is, on one hand, starting with the process of social adaptive behaviors' acquisition, promoting the development of individual social adaptive behaviors by enriching the ways of behavior acquisition. On the other hand, analyze case's environment and the relationship between the environment and acquisition mode of social adaptive behaviors, establish environmental support to promote the development of individual's social adaptive behaviors.(7) Studies have shown that deaf students' group has its own way to think and behave. However, under the limitations of research methods, the study of exploring the deaf students' way to think and behave has much room for improvement.