Study On Home-school Cooperation In Secondary Vocational Education For Students With Intellectual Disabilities

At present,the state and society strongly advocate the development of secondary vocational education for the disabled.Secondary vocational education is the main position to enhance the employment ability and cultivate the vocational quality of the disabled students.Compared with the groups of physical disability,visual disability and hearing disability,the effect of vocational education for students with intellectual disability is not ideal,and they face more difficulties in employment.Therefore,developing secondary vocational education for students with intellectual disability,helping them smoothly transit from high school to society,participating in employment and realizing self-value is a realistic demand.School is the main institution for the education of students with intellectual disability,but parents' participation and cooperation are indispensable in this process.Home-school cooperation is an important way to improve the effect of secondary vocational education for students with intellectual disability.With the deepening and development of home-school cooperation research,foreign scholars have gradually paid attention to the transition stage from the basic education stage of home-school cooperation to the high school education stage when special students step into the society from high school,seeking a way out for the employment and placement of special students with intellectual disabilities.However,there is not enough attention paid to the research on school-school cooperation in China at present,and due to the huge difference in cultural background,home-school cooperation of secondary vocational education for students with intellectual disability in China cannot copy the experience of home-school cooperation of foreign educators in the transition period.Therefore,in order to gain a deeper understanding of the current situation of cooperation between home and school in secondary vocational education for students with intellectual disabilities,discover the problems and summarize the experience,select Y school as a research object.The secondary vocational education of students with intellectual disabilities in Y school is in the forefront of the country,and has certain experience in home-school cooperation.This study starts from three major subjects of the secondary vocational education department managers,teachers and parents of students with intellectual disabilities in school Y,and takes on the real situation of home-school cooperation from the perspective of each subject.Then,the author makes a comprehensive analysis and discuss the findings from the three perspectives.At present,the school cooperation concept of secondary vocational educators for students with intellectual disability in Y school is advanced,but the recognition degree needs to be improved;The form of home-school cooperation is lack of bidirectional,the use effect is not good;Home-school cooperation is rich in content,but consensus on educational goals hasn't been reached;Professional quality and educational ability influence the degree of home-school cooperation;The lack of effectiveness of home-school cooperation system norms and management system guarantee.Finally,in view of the existing practical problems,this paper puts forward the specific countermeasures and suggestions for the future home-school cooperation in secondary vocational education for students with intellectual disability.So as to play to the strength and resources of the family and school fully,improve the secondary vocational education effect of students with intellectual disability,and help students with intellectual disability to achieve participatory employment and social integration.