The Self-concept Of Visually Impaired Students And The Influence Of Social Support, Adaptive Behavior On Their Self-esteem And The Intervention Study

Students with visual impairment due to lack of maximum visual sensory channels, Lead to increased difficulty in their daily life and learning, would also weaken the ability to evaluate themselves, that will affect the self-concept and high self-esteem. Study on the subjects of vision disabled students in vocational secondary schools with disabilities, to investigate the self-concept characteristics of visually impaired students, and the effect of social support and adaptive behavior on the level of self-esteem of visually impaired students. And through improving the adaptability of visually impaired students to design a psychological intervention program, to help students with low self-esteem improve their adaptive behavior and self-esteem.In study one, used Tennessee self-concept scale as the measurement tool, through individual measurement method, investigated 123 visually impaired students of ZiQiang Vocational School of Shaanxi Province, investigated the self-concept of visually impaired students in special education vocational schools with disabilities as the main body, and different individual characteristics(different grades, different degree of visual disability, different disability age) of self-concept of students with visual disability. The result showed that:most of the visually disabled students had high scores on self-concept, Family self and moral self was the highest score, the scores of freshmen with visual disability was significantly higher than second grade students with visual disability; physical self-concept, social self-concept and family self-concept scores of students who less than 10 years old were significantly higher than those of more than 10 years old students, and with the increase of disability age, students’ physical self, social self-concept had an upward trend, while the psychological self-concept had a downward trend; The physical self score of the blind students was significantly lower than that of the students with low vision.In study two, used Perceived Social Support Scale, Disability Adaptability Scale, self-esteem Questionnaire as the measurement tool, the research objects is the same as the study one. To investigate the factors that affect the level of self-esteem of visually impaired students, especially influence of the perceived social support and the adaptive behavior on it. Whether the adaptive behavior will play a moderation effect. And Implemented Semi structured interviews with 20 students who were selected from the measurement results of the perceived social support scale and the disability adaptability scale, verified the moderating effect of adaptive behavior. The result showed that:the level of self-esteem of students with grade three disability was significantly lower than that of grade two and grade four disabled students; Freshmen’s adaptive behavior was significantly worse than grade two students; The adaptive behavior of the students with congenital vision disability was significantly better than the students with disabilities for less than 5 years. The development level of social support and adaptive behavior of visually impaired students could significantly predict the level of students’ self-esteem; The development of adaptive behavior of visually impaired students played a moderating role in the effect. Perceived social support on the self-esteem of visually impaired students would be weakened or even changed because of the development of adaptive behavior.Study of three selected 9 visually disabled students with poor adaptive behavior and low levels of self-esteem, and 4 visually disabled students with good adaptive behavior and high self-esteem levels, conducted a psychological intervention activities for this 14 students. The result showed that:all visually impaired students had positive change, low level group of visual disabled students had a very significant improvement on the level of self-esteem and adaptive behavior. Students in the high level group only had an improvement in the total score of adaptability.Based on the above research, draw the following conclusions:(1) The self-concept of students with visual disability is positive, generally have higher Family self-concept and moral self-concept;(2) Different individual characteristics of students with visual impairment have different characteristics of self-concept, The physical self-concept of the blind students is more positive, students with low vision have higher evaluation about their ability; Social self-concept, physical self-concept and family self-concept have a more positive trend with the increase of disability age, psychological self-concept has become more negative with the increase of disability age;(3) The students with congenital vision disability had the best adaptability, and the students with less than 5 years had the worst adaptability;(4) For visually impaired students, the development of adaptive behavior is more able to determine the level of self-esteem;(5) Adaptive behavior plays a moderating role in the impact of perceived social support on self-esteem. Students with high level of perceived social support, if the level of adaptive behavior is high, the level of self-esteem is higher; If the level of adaptability is low, the level of self-esteem is low; Students with low level of perceived social support, if the level of adaptive behavior is high, the level of self-esteem is also higher; If the level of adaptability is low, the level of self-esteem will be low.(6) It is effective to improve the adaptive behavior of students with visual disability in group activities to improve their self-esteem.