The Study Of The Family Accompany In The Special Schools Of Children With Intellectual Disability

The development of special education in China has led to the admission of more and more students with moderate to severe disabilities to special schools for children with intellectual disability.Special schools for children with intellectual disability experience multiple challenges such as a huge number of students,students with a wide range moderate to severe,the paucity of teachers,and so on.Lately,several special schools for children with intellectual disability are considering family accompany as a measure to address the challenges mentioned above.However,whether family accompany could solve resolve those challenges remains unclear.In addition,are families willing to accompany their children to the special schools for children with intellectual disability and can this method really promote students' development better are worth exploring in theory and practice.With the consideration of these questions,this study selected 25 people from two special schools for children with intellectual disability in C City that execute family accompany to be the object.We enrolled 9 students,9 persons of family accompany,and 5 accompanying class teachers.We observed the teaching and life segments of all participants from morning exercise to after school for 18 days.Meanwhile,semi-structured interviews were used to interview 9 persons of family accompany,5accompanying class teachers,and 2 school administrators.The interviews included the understanding of family accompany,the present scenario of family accompany,and support for family accompany.The study noted a conflict between the willingness of persons of family accompany to participate and the need of the schools for family accompany.Most family accompany cases were arranged by special schools for children with intellectual disability.Regarding the implementation status of the family accompany in special schools for children with intellectual disability,the participation form of theaccompanying students was primarily accompanied by occasional attendance throughout the day,and most family accompanying students were not available to the school.The family's accompanying content primarily aims to take care of the living of accompanying students.Several problems undermine the process of family accompany,which has not attained the goal of promoting the development of accompanying students.From the perspective of persons of family accompany,the reasons involved two aspects — insufficient knowledge and ability to educate of family accompany persons,and they have low expectations for accompanying students.The five reasons for considering the perspective of special schools for children with intellectual disability are as follows:(a)schools lack awareness of management norms;(b)the assessment work of special schools for children with intellectual disability remains imperfect;(c)the responsibility for education remains unclear,and persons of family accompany power of discourse is lacking;(d)the teachers' educational concept is biased,and their educational ability is insufficient;and(e)special schools for children with intellectual disability have insufficient support for family accompany.We can make the following six efforts to improve the quality of family accompany:(a)the rational increase and utilization of teachers' resources by special schools for children with intellectual disability;(b)to enhance the assessment of special schools for children with intellectual disability;(c)to elucidate the distribution of responsibilities and strengthen the rehabilitation of students' life ability;(d)the introduction of rules and regulations associated with family accompany;(e)to respect the family's willingness and needs,make complete use of excellent and active persons of family accompany resources;and(f)to strengthen the training of persons of family accompany.