Social Participation Of Children With Special Needs Under The Background Of Integration And Its Intervention

Since the middle of the 20 th century,the integrated education model of placing children with special educational needs in the general education environment has been increasingly accepted.The regulations on education for the disabled,which were revised and promulgated in 2017,clearly stipulate that "integrated education should be actively promoted,and general education or special education should be adopted,with priority given to general education,according to the disability category and acceptance ability of the disabled." The inclusion of children with special educational needs in the general educational environment does not automatically increase the friendship between children with special educational needs and their peers.Many studies have proved that the social participation of children with special needs is worrying.As an important part of integrated education,it is necessary to study social participation thoroughly.For this reason,this study is divided into two parts: the status quo study and the intervention study.Firstly,the cross-sectional study is used to explore the comprehensive social participation of children with special needs and to determine the factors affecting the level of social participation.Secondly,the factors proved in the first study were used as the intervention entry point to verify the results of the longitudinal study.In the first part,89 children with special needs in the integrated class in HZ city were taken as samples.Based on the peer sociometric report and teachers' assessment of the interaction with special children,three sub-fields of social participation of children with special needs were studied: peer acceptance,friendship/social relationship and interaction.The social networks of 1,133 children were also investigated for comparison.The results showed that 472(38.6%)of the 1222 children did not get friendship,among which 408(36.0%)of the 1133 children did not get friendship,and 64(71.9%)of the 89 special children did not get friendship.45(50.56%)of children with special needs were not involved in any small group,compared with 194(17.12%)of children without special needs.There were significant differences between children with special needs and children with general needs in the acceptance subfield of social participation(z-acceptance)and the friendship/social relationship subfield(small group,relative centrality,and proportion of mutual selection)(p<0.001).Among them,the difference between children with special needs and ordinary children in the subfield of friendship/social relationship has medium Effect Size(Effect Size,0.50.8).Considering the imbalance of the number of children with different types of disorders,some of them are unknown.As well as the classification by the types of conventional use disorders,it is difficult to better explain the differences in social participation of children with disorders,such as ADHD and autism,which have some similarities in problem behaviors.In addition,the results of SSIS-RS in correlation analysis are correlated with each dimension of social participation.Therefore,the k-means clustering method is used in this study to cluster the social skills and problem behaviors of SSIS-RS.Two clusters are found.Therefore,89 disabled children were divided into two groups according to the criteria of high problem behaviors with low social skills(group 1,n=46)and low problem behaviors with high social skills(group 2,n=43).The Mann-Whitney U test was used to examine the types of barriers and gender distribution of the two groups after clustering grouping,as well as the differences in each subfield of social participation.Autism,mental retardation,and developmental delay were found to be more likely to be in groups with low social skills and high problem behaviors.The differences in the three dimensions of social acceptance,interaction,and friendship/social relationship were basically moderate to high.Moreover,the scores of the problem behavior group with low social skills and high social skills in the three sub-fields of social participation were all lower than those of the problem behavior group with high social skills and low social skills.In the final regression analysis,social skills and problem behaviors were also identified as influencing factors for social participation.The second part is intervention research.On the basis of the first study,two types of children with special needs were involved in the intervention.To raise the level of social participation.Two linear relationships are assumed: 1.Peer support--improvement of social skills--improvement of social participation;2.2.Functional assessment--problem behavior improvement--social participation level improvement.A study design using a single subject intervention and a single group of pre-and post-test nested experiments.But only assumption 1 was verified in the results.Finally,the research conclusion is as follows:(1)the level of children with special needs in the two sub-areas of social participation(acceptance,friendship/social relations)is significantly lower than that of ordinary children.(2)the social participation level of children with high problem behaviors and special needs is significantly lower than that of children with low social skills.(3)social skills and problem behaviors can predict the social participation results of children with special needs;Gender,age,presence of siblings,and the manner in which support has been received(out-of-school intervention or resource classroom support)were not associated with the social involvement of children with special needs.(4)children with special needs with insufficient social skills can improve their social participation through intervention,while children with special needs with prominent problem behaviors can hardly improve.This result can provide some reference for setting up personalized integrated education program.