A Study On The Supports Intensity In Learning Activities Of Children With Intellectual Disabilities

Assessment of support needs and the level of support for children with mental retardation by supporting education to protect the rights of children and realize the function in learning activities and enhance the quality of life of children with mental retardation. Literature analysis that scale and system of children with mental retardation learning activities are relatively mature at home and abroad, foreign special degree of their support, and self-determination in the theoretical system, practice patterns more, while the domestic research in this area is rarely, this study will combine the research results at home and abroad, adapted to a suitable degree of measurement of children with mental retardation learning activities in support of research tools, analysis of the characteristics and relationships of the degree of support for children with mental retardation learning activities, activities in support education, development, implementation, monitoring to assess the individual support plan to explore the self-determination of children with mental retardation1learning activities, and on this basis propose to carry out some of the recommendations of the support sex education.In this study, a total of five chapters, the first chapter of the literature review, the connotation of the analysis for children with mental retardation1learning activities at home and abroad as well as support-oriented quality of life theory and practice, and then put forward the dimensions of the children with mental retardation learning activities and introducing thethe basic design of the study.Chapter Ⅱ is on the basis of the conclusions of the first chapter editing children with mental retardation1to learn the degree of activities in support of questionnaires and standardized testing, to verify the degree of support dimensions of children with mental retardation1learning activities and reasonable. Concluded that children with mental retardation, learning activities the level of support consists of three dimensions of the23projects, three-dimensional learning basic learning activities, self-determination activities (autonomy and self-tuning), health and safety activities.Chapter Ⅲ mentally challenged children to learn the degree of activities in support of the questionnaire to survey and analyze the characteristics and relationships of the degree of support for mentally challenged children learning activities. The results that:(1) different gender, age, location of the family, parents’education level, family sequences students with intellectual disabilities in basic learning activities, self-determination activities, health and safety activities required to support the degree of difference was not significant;(2) family socioeconomic level of children with mental retardation in the activities of self-determination, health and safety activities required to support the degree of difference was not significant, but significant differences in the basic learning activities;(3) different level of intelligence activities required to support self-determination in the basic learning activities, the degree of difference, but the difference in terms of health and safety activities are not significant with;(4) different adaptive behavior level of children with mental retardation1in the self-determination activities, health and safety activities required for significant differences in the degree of support;(5) related analysis found that socioeconomic level, intellectual level, to adapt to the level of behavior and basic learning activities, self-decision significantly related activities, health and safety activities; through multiple regression analysis found that the level of adaptive behavior can be effective to predict the degree of individual support;(6) by simple regression analysis found three dimensions between explanatory power and predictive power are strong, self-determination to explain and predict the strongest effect on basic learning activities, health and safety activities.Chapter IV single subject study support sex education and ISP to determine the effectiveness of the activities of the self. The results that:autonomy and self-adjustment ability on the level of support required by individual support education cases significantly lower, limited support is required before the experiment, the experiment only need intermittent support, the degree of support by a level. That enhance the ability to self-determination, individual success in the environment to achieve personal, individual results can be improved. Chapter V characteristics of children with mental retardation1to learn the degree of activities in support of self-determination activities Experimental Intervention comprehensive discussion and suggestions:(1) evaluation of the degree of support and adaptive behavior level, to adapt to the level of behavior as a starting point, the evaluation of children with mental retardation the relationship of the type and extent of support required;(2) correctly handle the needs of children with mental retardation (important to) and parent-teacher requirements (important for) the relationship between the support and education, based on the assessment results to the degree of support to developindividualized support plan or individualized support-education programs;(3) based on the ISP activities in support of sex education, and support education process continuously changing, development, monitoring and evaluation ISP goal;(4) a scientific evaluationindividualized support programs and support sex education effect;(5) to strengthen school support, family support and community support system construction, the establishment of social support under the guidance of natural support, professional support, supplemented by the support system;(6) focus on cultivating students’ability to self-determination;(7) the development of outcome-oriented quality of life programs.