Study On The Kindergarten Adaptation Of Children With Mild Mental Retardation Under The Background Of Inclusive Preschool Education

Today,Inclusive education is the mainstream trend in the development of education in the world.Inclusive preschool education will gradually become the main form of early education for children with special needs.Entering the kindergarten from the family is an important step for the growth of children,and also the first step to enter the society.The successful experiences of adapting to the kindergarten have important implications for later school adjustment and achievement.Compared with ordinary children,the kindergarten transition is challenging for children with mild mental retardation in for disabilities given deficits important adaptive and socio-behavioral,competencies.At present,there is no specific and systematic research applied to mild mental retardation children’s adaption to the kindergarten in the context of Inclusive preschool education.In this study,on the basis of collating and drawing on relevant research at home and abroad,action research was used to study a child with mild mental retardation in an Inclusive kindergarten’s small class.This research evaluates the various abilities of the child and observes various behaviors at home and preschool after entering the kindergarten.On this basis,the article analyzes the influencing factors and formulates corresponding adaptation plans for entering the kindergarten.The findings are as follows:First of all,mild mental retardation children’s difficulty of adapting to the kindergarten after entering the preschool consisted of the following aspects:low self-control,refusal to exercise,difficulty eating,difficulty in taking a nap,low awareness of rules,difficulty in communicating with others,and excretion of incontinence.The behaviors demonstrating adjusting difficulties at home included the following:delay Entering the kindergarten,ignoring the topic of kindergarten,irregular sleep,and weakened constitution.Secondly,the factors that affect the adaptation of children with mild mental retardation to the preschool mainly relate to child,family and kindergarten.Children’s factors mainly include lack of ability and collective experience.Family’s factors include insufficient preparation for admission and unscientific family upbringing.The influencing factors of kindergarten include a new material environment,diverse interpersonal relationships,orderly living routines and inadequate teacher special education experience.Finally,formulating appropriate adaptation plans for admission can promote c hildren with mild mental disabilities to better adapt to kindergarten.The plan incl udes six steps:establishing a child-adaptation assistance team,educating and diagn osing,formulating a child-adaptation-adaptation plan,implementing a child-adaptati on-adaptation plan,evaluating the child-adaptation-adaptation result,rethinking and revising the child-adaptation-adaptation program.Based on the above conclusions,this study makes the following suggestions:first,understand the key points of the adaptation plan for entering the kindergarten and intervene early;second,cooperate with multiple departments to form an assisting team for the transition to kindergarten;third,formulate an appropriate adaptation plan for entering the preschool Objectives and integration into teaching;Fourth,clarify the responsibilities and specific tasks of the main participants;Fifth,use effective strategies to support the implementation of the admission plan.