A Study On The Intervention Of Sandplay Therapy On The Behavior Problems Of The Returned Students Who Studied In Regular Classes

Since 1980 s,as a kind of integrated education policy of localization in China,study in regular classes has been implemented for nearly 40 years.In the process of advancing the study in regular classes,a large number of children with mild disabilities can receive education together with normal children,the enrollment rate of children with disabilities has significantly increased,and more and more children with disabilities can enter the public education environment.Under the guidance of inclusive policy,a large number of special children have flooded into the general education system,and brought challenges to their education,teaching and management.Facing the heavy pressure of education and teaching,ordinary teachers can not fully meet the special education needs of these disabled students.A considerable number of students in regular classes become "sitting in regular class" and "mixing in regular class".Due to the different needs of parents and students,some students in regular classes began to return to the relatively isolated special education schools or institutions.As an objective phenomenon in the process of promoting integrated education in our country,the current researchers have begun to pay attention to and reflect on how to make the development of learning in regular classes from quantity to quality.However,some specific problems of the main body of the phenomenon of learning in regular class return students have not been studied and practiced.The purpose of this study is to investigate the group objectively and comprehensively,find out the problems,and try to improve the problems throughappropriate interventions,so as to help the group better adapt to life and grow up.In Study 1,the basic information and reflow experience of 36 reflow students in a special education school in a prefecture level city in the central region were searched out by self-designed questionnaire.It was found that most of the reflow students in the regular classes were children with mental retardation,autism and hearing impairment.The time period of reflow was concentrated in primary school,and more than half of the students returned within three years.Using the teacher's version of the Strengths and Difficulties Questionnaire(SDQ)to evaluate the 36 returned students,we found that the total difficulty score of the group exceeded the normal value,indicating that the group generally had behavioral problems.Combined with the survey results of influencing factors,it is found that teachers think that there are common difficulties in emotion,attention,behavior and getting along with others among the students who return to regular classes.SPSS26 was used to analyze the behavioral problems and attribute variables of the students who returned to regular classes.It was found that there were no significant differences in gender,age,single children,parent relationship,family economic status,main caregivers and the time of regular classes.In Study 2,stratified sampling was carried out according to the types of obstacles among the students in the regular class.In the sampling,age and gender were considered as much as possible.20 subjects were selected,10 in the experimental group and 10 in the control group.Ten subjects in the experimental group were treated with eight times of independent sandplay intervention,and the improvement effect of sandplay Therapy on behavior problems of returning students in regular class was explored by using the Strengths and Difficulties Questionnaire.The results showed that there was no significant difference between the pretest and posttest scores of the experimental group on the total difficulty scores,but there was significant difference in emotional symptoms and prosocial behavior.This shows that sandplay therapy can significantly improve the emotional symptoms and prosocial behaviors of the students in the regular classes.Through statistical analysis of sandplay theme features,we found that with the deepening of treatment,the healing theme features gradually increased,and the trauma theme gradually decreased,which indicated that in theprocess of sandplay therapy,the theme features of sandplay had a positive change,and the psychological state of the subjects had a positive change.In Study 3,in the 10 subjects who carried out sandplay therapy,according to the types of obstacles,three types of students who returned to study in regular classes were selected as the subjects of case study.And their basic situation,return experience and specific manifestations in the process of sandplay were analyzed.The comparison of data from the front and back tests,the change of sand table theme and the observation of return visit show that sand sandplay can improve the behavior problems of three cases in varying degrees.The improvement of students with mild mental retardation r and students with hearing impairment is greater than that of students with autism.In conclusion,the behavior problems of the students who returned to regular classes exist objectively,and the sandplay intervention can significantly improve their emotional symptoms and prosocial behaviors,alleviate their outstanding behavior problems,and promote their integration into the collective and adapt to the society.