Research On Classroom Teaching Behavior Of Teachers For Students With Multiple Disabilities

In recent years,the education for students with multiple disabilities has become a hot topic in the field of special education in the world.Knowing the classroom teaching behavior and the performance of students under different classroom teaching behaviors can provide reference evidence for more effective classroom teaching in the future.The study uses classroom observation method and interview method to classify four students with multiple disabilities and their class classroom teaching activities of a special school in Shanghai to explore the classroom teaching behavior of the six teachers involved in the course and the student participation under the guidance of the relevant teaching behavior are observed.On one hand,record and analyze the teachers' classroom teaching behavior and their tendency in different courses,on the other hand,to explore whether there is a difference between the student participation that's under the guidance of the relevant teaching behavior.In addition,the study also selected two students with more serious problem behaviors as a case to know more about the classroom teaching behaviors.And to know the different teachers how to do with the same(or similar)behavior of students,or the same teacher how to do with the same(or similar)problem behaviors of different students.It is found that:(1)There are commonality and difference in the classroom teaching behavior tendencies for students with multiple disabilities.Teachers for all types of curriculum often have presentation behavior,ask factual questions,do individual guidance and do classroom problem behavior.But there are differences in the way of presentation,answering,guiding.(2)There are differences in the degree of student participation under the guidance of classroom teaching behavior of teachers in different courses.On the whole,the students under the guidance of classroom teaching behavior in the active curriculum of show the highest degree of participation,but the degree of student participation under the classroom teaching behavior of mathematics teachers is higher than its participation in the guidance of physical education teachers.(3)There are differences in the classroom participation of the case students under the guidance of the classroom teaching behavior of the different course teachers,and the way to deal with the classroom behavior of the students is also different.A more effective way for the first case student is properly canceling the right to do the task or tell him the "agreed" rule in advance,or increase the difficulty of the task.The more effective way for the other case student is creating the context and doing positive guidance.(4)The classroom teaching behavior of the teachers for multiple disabilities students may be influenced by the external factors such as the internal background of the teachers 'own professional background,teaching attitude,and the students' classroom performance and professional training opportunities.Based on findings in the study,some Suggestions are given to improve the classroom teaching behavior for multiple disabilities students.