Research On The Current Situation And Relationship Between Peer Relationship And School Bullying Of Children With Special Needs Learning In Regular Class With Their Classmates

With the continuous promotion of integrated education,more and more children with special needs are entering ordinary schools.The original purpose of integrated education is to promote interpersonal interaction between children with special needs and ordinary children,and to enhance their social and adaptive skills.In terms of physical space,students with special needs are "integrated" into regular classes and have more opportunities and time to interact with regular children.However,the transition from "integration" to "inclusion" is a process,and children with special needs face great challenges and pressures in the integration process due to their own deficiencies,limited social skills,and other factors.Bad peer relations and school bullying are among the most serious problems.In this context,this study investigates the peer relationships of children with special needs in the classroom to find out their influencing factors.The study also investigated the current situation of school bullying among children in the program and explored the correlation between peer relationships and school bullying,in order to provide suggestions for improving peer relationships of children attending the class,enhancing classroom adaptation and promoting inclusive education.This study mainly used peer nomination,questionnaire,interview and social network analysis to investigate the current situation of peer relationships and school bullying and further explore the relationship between the two in 61 classes of grades 3-6in 13 general elementary school in Chongqing.In total,94 children with special needs and 2642 general children were included.The findings of the study found that:1.The peer relationships of the children who attended the class were more negative.(1)In terms of peer acceptance,peer acceptance was low and mostly of the negative peer acceptance type,and this negative peer acceptance situation had begun to develop in primary school.(2)In terms of friendship relationships,the number of friends was low,the quality of friendships was low,the lack of reciprocity and intimacy,and had more negative characteristics.(3)In terms of peer interaction,there is a lack of initiative,a lack of communication skills and social skills,and a low level of peer interaction.(4)In terms of network centrality,the overall network density of the class in which the children were enrolled was low,and their network centrality was low,and their social network roles were mostly negative,and they were mostly on the margins of the class,making it difficult for them to integrate into the class.2.Personality factors,similarity,behavior problems,personal hygiene,family factors are important factors affecting peer relationship.Good personality,high similarity and often play together are the positive influence factors of peer relationship.The bad behavior problem is the most important negative influencing factor,and the poor personal hygiene is also the negative influencing factor of the peer relationship of special children.3.Children with special needs are more likely to be involved in school bullying.Verbal and physical bullying are the most common forms and most often occur in classrooms and playgrounds.Children with special needs have more negative coping styles and attitudes towards bystanders,and they are more inclined to talk to adults.4.Peer relationships of children with special needs were negatively associated with school bullying overall.The better the peer relationship,the lower the likelihood of being involved in bullying.Specifically,(1)the level of bullying was positively associated with negative nomination and negatively associated with friendship quality scores and peer interaction scores.(2)The level of bullying was positively correlated with negative nomination and negative friendship quality,and negatively correlated with peer interaction scores.(3)The friendship quality of bully/bullied was overall lower than that of irrelevant and bullied,and the level of peer interaction of bullied and bully/bullied was overall lower than that of irrelevant and bullied.(4)Peer interaction scores were significant negative predictors of bullying levels,social influence was a significant positive predictor of bullying levels,and conflict and betrayal(negative friendship quality scores)were significant positive predictors of bullying levels.Based on the above findings,the researcher proposed corresponding educational recommendations:(1)create a favorable classroom and campus atmosphere to enhance inclusiveness and acceptance;(2)improve general teachers’ attitudes and provide professional support and training;(3)enhance peer understanding and support and increase opportunities for peer interaction;(4)enhance social skills,improve behavioral problems,and pay attention to the psychological health of the children with special needs.