Study On The Characters Of Mental Retardation Students’ School Interpersonal Adaptation

School interpersonal adaptation refers to student makes their own relationship with their teachers and classmates harmonious in their school life by self-regulating, this teacher-student and classmates’relation harmonious status includes interpersonal cognition harmony, interpersonal feeling harmony and interpersonal behavior harmony. Student’s school interpersonal adaptation is an essential part of school adaptation; it is closely related to student’s further development. Mental retardation students’adaptation, which is related to their school adaption, is a reflection of their social development, and their school interpersonal adaptation is a precondition which can make them accept appropriate education.Previous studies have little research about mental retardation students’ school interpersonal adaptation. We are lack of evaluation questionnaire on mental retardation students’ school interpersonal adaptation. Based on the analyses of literatures and teachers’ open questionnaire, we ourselves edit "Mental Retardation Students’School Interpersonal Adaptation Questionnaire (for teachers)", by teachers’evaluation, we investigate mental retardation students of Grade1-9special education school about their school interpersonal adaptation characters, including the characters of different sex, different grade and different mental retardation degree. We compare the character of mental retardation students’ school interpersonal adaptation from the above factors. What’s more, in order to discuss the characters deeply, we select two special education schools to have a two weeks’ observation.Main conclusions include:1. The "Mental Retardation Students’School Interpersonal Adaptation Questionnaire (for teachers)" which we edit by ourselves has favorable validity and reliability, and it is accorded with psychology evaluation requirement. It can be used by the special education school teachers to investigate the mental retardation students’ school interpersonal adaptation status.2. The total level of mental retardation students’ school interpersonal adaptation is relatively high, and it is a little higher than critical point, but the factors’ development is unbalanced, in which the score of school interpersonal cognition is the highest, and the score of school interpersonal feeling is the lowest;3. There is no significant difference between two sexes of mental retardation students" school interpersonal adaptation;4. There is a significant difference between different mental retardation degrees. The more severe of mental retardation, the lower of mental retardation students’ school interpersonal adaptation;5. There is a significant difference between different grades, the higher of students’grade, the higher of their school interpersonal cognition harmonious, while there is no significant difference in school interpersonal behavior harmonious;6. Gentle, middle and severe mental retardation students’ school interpersonal adaptation has different characters in different grades. To sum up, gentle mental retardation students of special education school have an unbalanced development on their school interpersonal adaptation, the middle grades have the highest score, and the next is the low grades, and compared with middle and low grades, the high grades students’school interpersonal adaptation is lower. As to middle and severe mental retardation, their school interpersonal adaptation is developed following to their grade, as to themselves, severe mental retardation students’ school interpersonal adaptation is the fastest developed.7. The teacher-student interpersonal adaptation differentiate with the classmate interpersonal adaptation:mental retardation students’ teacher-student interpersonal adaptation is better than their classmate interpersonal adaptation.Based on the investigation results and our two weeks observation, we put forward some education suggestions, which include:1. To emplace mental retardation students appropriately. Set the gentle and middle retardation students to inclusive schools, and the severe are placed in the special education schools;2. To reinforce mental retardation students’ adolescence education. As the study research, mental retardation students enter adolencent period, they have the same characters with the common students, and we need to reinforce the adolescence education of mental retardation students;3. To improve mental retardation students’peer interaction according to their peer interaction characters;4. To reinforce mental retardation students’ feeling education, and to promote their school peer interpersonal harmony.