The General Primary Special Education Needs A Study On The Behavioral Performance Of Students And Their Relationship With Academic Performance

In recent years,inclusive education in China has developed rapidly,In accordance with the development trend of international inclusive education,as a national special education reform experimental area,G District in Dalian not only pays attention to special students enrolled in classes,but also strengthens the attention to the development of students with a wider range of special educational needs in ordinary schools.Students with special educational needs in general schools have some behavioral and academic problems,which will not only adversely affect their own development,but also cause great distress to other students,teachers and schools.From the perspective of inclusive education,this article explored the characteristics of the group of students with special educational needs in general schools and their school adaptation issues,which can further enrich the research results in the field of inclusive education,understand the common problems during the implementation of inclusive education,and analyze the reasons in a targeted manner,provide rationalized educational suggestions.Subject research will be helpful to comprehensively improve the educational quality of general schools,which has important theoretical and practical significance.By contacting the Special Education Center of G District in Dalian,the researcher collected the basic situation of students with special educational needs referred by ordinary primary schools in the past year.Combining research methods such as the Conners' Teacher Rating Scale,classroom observations and teacher interviews,further collected data on school problem behaviors and academic performance of students with special educational needs,and conducted quantitative and qualitative analysis on school adaptation and influencing factors of students with special educational needs.The research draws the following conclusions: 1.The problem behaviors of students with special educational needs in general primary schools are particularly prominent,and the problem behaviors of male students are more obvious.2.Among students with special educationl needs,students with attention deficit hyperactivity problems have a higher detection rate;and attention deficit hyperactivity disorder have comorbidities with intellectual disorder,autism and other disorders,especially attention deficit is their core problem in common.As thegrade increases,the number of students with attention deficit hyperactivity problems seems to be gradually decreasing.3.Students with special educational needs generally have poor school adaptability.In addition to problem behaviors,they also generally have academic problems of varying degrees.Their academic performance is affected by the prediction of problem behaviors and has a significant negative correlation with problem behavior performance.4.The inclusive educational work of students with special educational needs in G District still faces arduous difficulties.Improving the efficiency of evaluation and improving the education service system corresponding to different special educational needs should be the focus of the inclusive education of general primary schools.In the end,this study addressed the school adaptation problems of students with special educational needs,and gave suggestions from three aspects: family,school and education department,and provided support for solving behavior problems and improving academic status of students with special educational needs in general schools.