| At present,the students with mental disabilities in special education schools have various types and complex learning conditions,especially the increase in the number of autistic students,and most of them have difficulties in adapting to school life.Teachers often ignore some of the students in guiding them to study,they can't take good care of all students,which makes class management more difficult.Parents accompany reading in school,but this solution is not the best way for students to improve their abilities of school adaptation.Undoubtedly this increased the burden on families,and there were also campus management problems by this way.The purpose of this study is to explore the application of peer support methods that have been used in ordinary schools and proved to be effective in the current class management of mental disabled students,so as to support the growth of autistic students through students with mental disabilities,so as to improve the ability of autistic students to adapt to school life.F school of C class was selected.According to the learning and living conditions of the students in the Department of mental disabilities of F school,and referring to the existing scales,the assessment of school adaptation of mental disabled students was compiled.Through the evaluation and observation of class C students,the autistic students who receive support and the mental disabled students who are suitable for providing peer support are selected.Based on the IEP of autistic students,the content of peer support was determined from four aspects: routine adaptation,self-care,academic adaptation and interpersonal adaptation.According to the support content,the research process is divided into four stages.The first stage: To be able to queue up under the language prompt(to improve the conventional adaptability);the second stage: To be able to clean the table after meals under the language prompt(to improve the ability ofself-care);the third stage: To prepare textbooks under the language prompt(to improve the academic adaptability);the fourth stage: To reduce the number of students under the language prompt The behavior of wiping saliva on clothes and schoolbags(improving interpersonal adaptability).In the research process,the mental disabled students are trained to teach the autistic students to understand and perform tasks by means of action assistance,action demonstration and visual cues.Finally,language cues are used as peer support to guide autistic students to complete tasks and achieve goals,so as to improve their school adaptation.The results show that the goals of the first,second and third stages are achieved,and the fourth stage is not completed.Analysis of the reasons,the first three stages belong to the goal of strong command and operation,autistic students are easy to understand and imitate to achieve.In the fourth stage,the goal of "being able to reduce slobbering on other people's clothes or schoolbags with verbal cues" requires the awareness of interpersonal rules,empathy and control.It is difficult to achieve the goal only relying on peer support.Finally,the following conclusions are obtained: firstly,it is feasible to choose the mental disabilities students with better adaptation as their peers to support the autistic students.With the support of their peers,the autistic students' school adaptation has been improved and they have withdrawn from the parents accompanying;secondly,the mental disabled peers have also improved their self-confidence and sense of responsibility for providing support;thirdly,due to the support of their peers,their self-confidence and sense of responsibility have been improved in the process of providing support,teachers are required to provide continuous support due to their limited intelligence,which is simple,too strict and unable to provide flexible support according to the situation.At the same time,we should also pay attention to the negative effects,if teachers' management and communication are insufficient. |
PDF Full Text Request