Research On The Effect Of Role Play On The Social Skills Intervention Of Children With Mental Retardation

In the past 40 years of reform and opening up,China has made great progress in special education,and the educational level of special children has been constantly improved.The special education promotion plan(2014-2016)and The special education promotion plan(2017-2020),addressed on cultivating students' self-esteem,self-reliance,and self-improvement of the spirit,to develop the students' potential and function.Necessary vocational education should be added to strengthen the cultivation of life skills and social adaptability.More and more attention has been paid by the state and society to the improvement of the social adaptability of special children by mastering life skills.In the curriculum standards Of special school for children with mental retardation,multiple subjects emphasize the improvement of students' adaptability,which has also become an important task for special schools.Social skills refer to the ways individuals effectively and appropriately interact with others in social situations.Role-play has always been an important method to promote the development of social skills.This research explored the effect of role-play on the social skills intervention of children with mental retardation,enriched the practical experience of social skills intervention of children with mental retardation,promoted the development of social skills of children with mental retardation,and provided educational suggestions for the social skills intervention of children with mental retardation.In this research,the educational experiment method and interview method were adopted.This research selected 33 children with mental retardation at different age from the youngest class to the elder class,in a rehabilitation center for children with special educational needs in a city as the research objects.The children were divided into an experimental group of 18 people and a control group of 15 people.Interventionexperiments were carried out in three age class experimental groups.Each age class carried out five themed role-play of "Home of dolls " and "Children's hospital",two times a week,10 times in total,and each half-hour intervention training,and observed and recorded.The self-compiled evaluation table of social skills of children with intellectual disabilities(used by teachers)was used as a measuring tool to evaluate children's social skills before and after the test.The typical events in the intervention experiment of role-play were recorded in the self-compiled social skill performance record of children with intellectual disabilities in role-play.At the same time,three teachers who participated in the intervention experiment were interviewed.The research explored the effects of role-play on the social skills of children with intellectual disabilities,which included cognitive social skills,behavioral social skills and emotional social skills;Age difference was also investigated.Results showed: role-play could effectively promote the improvement of mental retardation children's social skills,on cognition,behavior and emotional level.The development was uneven,behavioral social skills was the most obvious,followed by cognitive social skills,emotional social skills was relatively slow.Age made difference in this research.The social skill development of the elder class was the most obvious,followed by the younger class and the youngest class again.With the increase of age,the children with mental retardation increased their overall social skill level.The following educational suggestions are proposed: confirm the unique value of role-play in the social skill intervention of children with mental retardation;Select suitable role-play activities in training activities improve the guidance level of role-play for teachers in mentally retarded schools;explore various ways to improve the social skill development of children with mental retardation.