Investigation On Interpersonal Adaptation Of Mentally Retarded Students In Regular Class

Interpersonal adaptability,also known as interpersonal ability.Interpersonal ability is one of the standards to measure whether a person can adapt to the needs of modern society,and whether he has the ability to communicate with others.Interpersonal adaptability is also an important part of the social development of young people,which is an important way to meet the requirements of social interaction,obtain the sense of belonging and security.Good interpersonal adaptability is conducive to the formation of self-concept and personality development,and plays an important role in the growth of special students and social adaptation.Due to the development of integyrated educational thought and the influence of educational democratic thought,special education is more and more concerned by people.To a certain extent,it reflects a country's politics,economy,culture and the comprehensive quality of the people,and it is also an important symbol of the level of national civilization.As an important part of special education,regular class learning is the main way to promote special children to return to the mainstream.Therefore,paying attention to children in regular classes is the key to realize education equity and guarantee children's rights.Since the implementation of regular classes in China in the 1990s,the enrollment rate of children in regular classes has been significantly improved,and great success has been achieved in protecting children's right to education.However,there are few investigators about the life of children enrolled in regular classes.What is the effect of regular class study?Can students adapt to the school's interpersonal communication?What is the degree of acceptance of children in regular classes to teachers and ordinary students?This has to arouse our thinking.In this paper,two primary schools in Jiaozhou City,Qingdao,mental retardation students,teachers and students as research objects,using social measurement,behavior observation and interview methods to collect data.This study went deep into the campus and recorded the interpersonal adaptation life of the mentally retarded students in the regular class for two weeks.According to the author's observation and interview with students with mental retardation,teachers and ordinary students,the following conclusions are drawn:First,students in regular classes are often neglected or excluded in their interpersonal communication at school.The reason for this situation is that,first of all,the students with mental retardation are not willing to actively communicate.It is difficult for ordinary students and teachers to notice them,and they are almost not willing to initiate communication.Secondly,the form of their communication is very single,which is based on asking for help from others or topics of interest to them,and they will not actively maintain communication.Finally,due to their mental retardation,they lack the ability to express,perceive others' emotions and deal with problems,which leads to the communication can not continue.Second,in the evaluation and attitude of ordinary students and teachers to the students with mental retardation.Ordinary students tend to have a low evaluation of the students with mental retardation,but their attitude is divided into two positive and negative attitudes.The positive attitude lies in their sympathy and help for the students with mental retardation,and they think they are poor,but it is not based on equal mutual assistance between friends.The negative attitude is that once the students with mental retardation violate the discipline or damage the interests of the class,it will lead to the negative attitude of ordinary students.In contrast,teachers' evaluation and attitude towards students with mental retardation are relatively positive,and they hope to encourage students with mental retardation to make more progress in academic and interpersonal adaptation through this positive way.Third,there are many reasons that lead to the difficulty of interpersonal adaptation of students with mental retardation in school.In addition to their own factors,external factors also lead to their difficulties of interpersonal adaptation.It is mainly reflected in the lack of professional knowledge in the field of special education and the heavy task of class work,not enough energy.The reasons of ordinary students are mainly reflected in two aspects:the backwardness of social concept and the lack of understanding of the students with mental retardation.According to the above conclusion,this study attempts to put forward some suggestions from different aspects to improve the interpersonal adaptation of students with mental retardation in school.We hope-that.the society,school,teachers and students can provide more help and support for these students with mental retardation,so that they can really benefit from learning in regular class.