Strategic Research For Developing Deaf Students’ Self-confidence In The Disabled Occupational School

Because of their own physical defects, some deaf students in vocational disabled schoolfeel inferiority strongly, it is shown as demonstrated withdrawn, introverted, shy, lack of goalsin life, even antisocial behavior. They do not participate in school activities, and even lowself-esteem, etc. It is seriously hindered the student’s mental health and ability to developself-confidence. In order to get known about the self-confidence status of deaf studentsproperly, and promote self-confidence education, we conducted a survey and relativelyresearch in the deaf students.Firstly, we made a survey of self-confidence for the deaf students. We use the "youngstudents confidence questionnaire" including33questions, which is written by Bi chongzengand Huang xiting. This questionnaire has five dimensions including intellectualself-confidence, interpersonal confidence, quality confidence, tackle confidence andachievement confident. We made a research among62deaf students from clothing design andtechnology, arts and crafts major in Shaanxi self-improvement secondary specialized school.According to the survey, we found the self-confidence of the deaf students is not optimistic,they lack confidence in their innovation ability, ability to accepting new things, their futurelife as well as work. Then we developed a questionnaire for the reasons for lack ofconfidence for deaf students in secondary specialized school, we made the research fromsociety, family, school and themselves problem, and laying foundations for the deeperanalysis for the deaf students.Secondly, in order to understand the self-confidence education status of deaf students insecondary specialized school, and analysis the problem of self-confidence education in Deafstudents, we discussed with mental-health teachers and self-designed deaf students`self-confident status questionnaire, this questionnaire has20questions, it includes2Deafpersonal information question,12education situation of school question,6family educationsituation questions. We made a research on80deaf students, and made the interview withteachers and parents. from the statistics, we found some problems about the self-confidenceeducation status of deaf students in secondary specialized school: the secondary vocational schools have not focused enough on self-confidence education for deaf students; no suitabletextbooks, lack of scientific theoretical guidance; quality of teachers and teaching methodsshould be further improved; secondary vocational school lack training program ofself-confidence for Deaf planning, systematicness and persistence; the quality of Deaffamily confident education is not poor.Once more, combined with questionnaires, interviews and our observation andexperience in teaching practice, we discuss the unconfident reason of deaf students from theaspects of society, school, family and themselves. The social reasons are: socialdiscrimination is against people with disabilities; disabled facilities and services are not inplace, such as barrier-free facilities; social protection of the disabled is not perfect; disabilityemployment Policy to implement is difficult. The main reasons for school ares: Deafprofession is unattractive; some teachers lack educational, psychological theory guidance;teaching philosophy and methods are out-date, teaching quality is not poor; school for deafstudents’ internships and job placement is not ideal. The main reasons for family are: Parentsincorrect ideas and ways to treat disability; lack of proper educational philosophy andknowledge; parents and deaf children have communicational problems. Reasons for Deaf are:lack of awareness of their disability; excessive self-esteem, the ability to bear the setback;weak will as well as no access to find out causes.Finally, according to the analysis of the reasons, we actively look for educationalmeasures for the Deaf self-confidence. For one thing, school is active in promoting socialassistance, love residue to enhance the deaf self-confidence. Positive publicity in thecommunity of persons with disabilities; actively promote Deaf employment; schools activelycontribute to the disabled career. For another, we should try to change the concept ofeducation and inspire the confidence of deaf students. School pay enough attention to themental health of deaf students and provide an institutional guarantee for confidence education;improve teachers’ mental health; improve teachers’ mental health training education; MentalHealth Education infiltrate every subject; strengthen the construction of campus culturalenvironment; strengthen internship and job placement for the Deaf. The third step is to run aschool for parents to promote home-school cooperation. Concerning about Deaf parents`mental health; make sure the parents to establish the correct outlook on disability; let parentsto grasp the theory of education for the disabled. The fourth step is to enable students to forma correct self-awareness, and promote the development of self-confidence. So that the Deafcan have the right beliefs about themselves; learn positive cues; establish appropriateself-esteem; improve the ability to anti-frustration; learn proper attribution.The self-confidence education for Deaf is a complex and difficult project, which requires schools`holistic, planned, stabled and lasting manner, all these can lay foundation for deafstudents`self-confidence and happy life.