Practice Research On Improving Peer Relationship Of Children With Physical Disabilities

With the introduction and implementation of the system of disabled children in regular classes, more and more children with disabilities go into ordinary schools to receive education, their social integration has become a growing concern. For disabled children in regular class, the school environment is important field of its integration into society. However, due to the dual effects of their own and the surrounding environment, the exclusion of children with disabilities in the school has become an indisputable fact. In daily life, everybody is not willing to contact with children with disabilities, unwilling to communicate with disabled children. Disabled children is still in social edge, neglected, rejected, even the most basic peer communication needs are not met. Therefore, if you do not take effective professional interventions on the peer relationships of children with physical disabilities, easy to aggravate the social withdrawal and lead to anxiety, depression, lack of interpersonal skills and product other risk factors, even on the future of the social integration and social adaption have a negative impact.This study takes the "mutual help and love" group as an example, explores how to improve peer relationships of children with physical disabilities, by the way of team work and the case service in the perspective of life education. Researcher from the perspective of cognitive intervention, interactive mode of life education group as the core, provides peer interaction platform and field, to assist with case work, and stimulates the potential of children with physical disabilities to solve its own problem. Comprehensive intervention of 8 group work and 8 case services cases:attitude of the peer group towards the children with physical disabilities achieve the change from negative to positive. The function of peer support is repaired and strengthened in the group. Children with physical disabilities negative, subjective and negative self cognition can be modified. Inferiority, fear and other negative psychological and behavioral can be adjusted. With the development and deepening of the case service and Life Education Group, the peer relationship in children with physical disabilities has a change in quantity and a qualitative improvement. The researcher summarizes the whole process of intervention, reflects the effectiveness and deficiencies of the methods of service of the group and the individual case in the perspective of life education. And puts forward the corresponding suggestions for these problems, to be used for reference and exchange.