The Situation And Its Influence Factors Study Of Mental Retardation Children’s School-home Cooperation

school-home cooperation is a process which joints the mental retardation children’s home education and school education together, it not only has accordant cultivation goals, but also it represents home’s all-round supports to school education work, and school do its best to help parents solve the home education problems. Therefore, it is important to found a favorable school-home relationship to facilitate the mental retardation children’s development.Analyzed previous literatures, we found, in our country, that there are few studies on school-home cooperation of mental retardation children. The studies of influence factors and countermeasures are relatively weak.Based on literature reviews and previous interview, this study drew up teachers and parents questionnaire on school-home cooperation of mental retardation. Through analyzed its situation and problems, combined with the results of "influence factors on school-home cooperation", this study analyzed the influence factors, and proposed improvement measures on school-home cooperation. It is significant to promote mental retardation children’s physical and mental health.The study results indicate:(1)This study drew up "teachers’questionnaire on mental retardation children’s school-home cooperation" and "parents’questionnaire on mental retardation children’s school-home cooperation", which include four categories:cooperative cognition, cooperative contents, cooperative manners, and cooperative willingness. Through statistic analysis, both questionnaires have good reliability and validity; they accord with the requirement of educational estimation and they can be used to investigate mental retardation children’s teachers and parents’whole situation on school-home cooperation.(2)A majority of teachers and parents have correct school-home cooperative idea at present. Parents’ agreement on school-home cooperation is higher than teachers. While on the aspect of practice, parents’ involvement degree is low. School-home cooperation is lack of plans, its contents are one-side, and the cooperation forms are single and mere formalities.(3)The main influence factors on school-home cooperation are intrinsic and external. The intrinsic factors include teachers and parents themselves and the relationship of two sides; the external factors include school managements and support ensure.So that, this article based on ecological model, took the four systems:self-support, school-support, administrative backstopping, and community-support into consideration, proposed the support system of school-home cooperation of mental retardation children: teachers and parents should build correct school-home cooperation ideas, found equal relationship of mutual respect and trust; schools should enrich school-home cooperation contents, practice cooperation patterns, proceed school-home cooperation in planed and consistent ways. Training mental retardation children’s teachers and parents, to guide, implement, and study school-home cooperation of mental retardation children. The government should offer polices and resources supports, perfect relative laws and regulations. The communities should accept mental retardation children, and promote their social integration by community activities.