A Case Study On The Support Status And Improvement Strategies Of Inclusive Education For Children With Intellectual Disabilities

After a series of stages of development of integrated education in our country,it is proposed to carry out "appropriate integration" to provide high-quality education for special children.At present,supportive research in the field of integrated education is gradually increasing.In the process of integrated education in general schools,children with intellectual disabilities have also received support and services from all parties.This study selects two children with intellectual disabilities who are studying in ordinary primary schools as cases,adopts the basic paradigm of qualitative research,collects and organizes relevant information of the case through interviews,observations and text analysis,and depicts the support of children with intellectual disabilities in the integrated education of general schools at the elementary level The operation status of the system,from the four aspects of family,school,society,and policy,analyze the current status and deficiencies of the integrated education support system for children with intellectual disabilities in general schools,and further improve the current status of the integrated education support system for children with intellectual disabilities in the primary school stage Put forward corresponding countermeasures and suggestions.Studies have shown that the process of integration of general schools for children with intellectual disabilities in primary school has received support from family,school,society and policies.The four aspects together constitute the current support system for children with intellectual disabilities.From the perspective of family support,the family environment and early family education and rehabilitation will affect children’s integration into the general school environment and individual development.At the same time,the lack of family goals and the lack of professionalization of family education and rehabilitation also restrict the progress of children with intellectual disabilities.From the perspective of school support,the school is currently actively carrying out a variety of support activities under the guidance of related topics.The attitude and teaching methods of the school’s internal head teachers and subject teachers are directly related to the learning and development of children with intellectual disabilities;the individualized education provided by the resource classroom The plan and the psychological support of the psychological teacher together constitute the child ’ s school support environment;under the influence of the teacher,peer relationships in the school provide support for the integration of mentally disabled children into the general school environment.However,the lack of school support is exposed.The professionalization of teachers’ skills for children with intellectual disabilities cannot meet the needs of children with intellectual disabilities.The teaching effect is not obvious.Teachers generally face greater pressure and lack the initiative to learn independently.The family and the school have not formed effective communication and cooperation.mechanism.In terms of social support,community support has been initially established,and the purchase-type services provided by enterprises have alleviated the pressure on teaching resources.It is a new attempt at the current general school integrated education development model.However,the effectiveness of community support is weak in actual performance,and the cooperation between enterprises and schools is difficult to achieve the expected goals in terms of teacher quality and teaching continuity.In terms of policy support,with the promotion of the concept of integrated education across the country,the practice of integrated education in my country has been gradually carried out,but the relevant policies and regulations to ensure that children with intellectual disabilities receive effective integrated education are still in their infancy,and clear policies and related integrated teaching practices are still in their infancy.However,within a few years,the school itself has insufficient details in its policy implementation.The further improvement of the general school integrated education support system for children with intellectual disabilities is a relatively slow process and requires continuous attention and joint participation from all parties.