A Study On The Self-concept And The School Adaptation Of Children With Intellectual Disability Learning In Regular Class

The study investigated the situation of the self-concept and the school adaptation of intellectual disability children learning in regular class,analyzed the situation of self-concept and school adaptation of children with intellectual disability learning in regular class. It researches the relationship between the self-concept and the school adaptation of children with intellectual disability learning in regular class and the impaction and forecast of the school adaptation because of the self-concept,for the aim of giving basis and support to improve the standard of school adaptation of children with intellectual disability learning in regular class.About the study tools,it adapted the “Elementary School Students Self-concept Scale”compiled by Hou Yaling,Wu Yuyi and investigated the self-concept status of children with intellectual disability. By the “questionnaire of the school adaptation for students in school life” compiled by Wu Wudian,Zhuang Mingzhen,Huang Yuzhen and investigated the school adaptation status of children with intellectual disability. The two tools were set down strictly according to the requirements of questionnaire and they have good validity and reliability in the validity and reliability tests.Conclusions are as follows:(1)The self-concept status of children with intellectual disability learning in regular class. First,there is no significant difference in sex of children with intellectual disability about the self-concept. Second,between the urban and the rural,there is striking difference of children with intellectual disability about the self-concept. Third,because of different obstacle class,there is marked difference on self-concept about family and the whole self-concept. Fourth,because of different parents occupation,there is significant difference on self-concept of children with intellectual disability. Fifth,there is significant difference in parents educational level of children with intellectual disability about self-concept.(2)The school adaptation status of children with intellectual disability learning in regular class. First,there is no striking difference in sex and obstacle class of children with intellectual disability about the school adaptation. Second,between the urban and the rural,there is striking difference of children with intellectual disability about school adaptation. Third,there is no Marked difference on the whole school adaptation of children with intellectual disability because of parents educational level and only case.(3)there are significant correlation of multiple dimensions between self-concept and school adaptation,the children with intellectual disability learning in regular class get more scores on the self-concept test,their teacher-students relationship,schoolmate relationship and the whole school adaptation are better. the self-concept about family,self-concept about school,emotional self-concept and the whole self-concept can effective affect and forecast the school adaptation of children with intellectual disability learning in regular class. Based on the study,the researcher has the following suggestions:First,Providing warm family environment to help the children with intellectual disability shaping better self-concept about family. Second,developing scientific individualized school support plan to help the children with intellectual disability obtaining successful experience and making them more confident. Third,offering emotional management course for children with intellectual disability learning in regular class in resource center.