Research On The Current Situation Of Social Adaptability Of Students With Mental Retardation And The Countermeasures To Improve It

Students with mental retardation are social vulnerable groups,and the state and society attach great importance to their social adaptability.Combing the literature at home and abroad,it is found that there are few systematic educational management strategies for the social adaptability of students with mental retardation,and the research on the improvement of social adaptability of students with mental retardation is still relatively lacking.It is beneficial to enrich the basic theory of special education,guide the growth of mentally handicapped students and promote the students to adapt to society.This study uses literature method to clarify the core concepts and theoretical basis,to determine the research ideas and research framework,and to conduct an empirical study on the social adaptability of 200 students with mental retardation in Zhengzhou Special Education School.The results showed that the overall level of social adaptability of students with mental retardation in Zhengzhou was not high,and there were significant differences among the four dimensions: personal adaptation,family adaptation,school adaptation and community adaptation.The average scores were3.65,3.83,4.27 and 3.38 respectively;According to the analysis of the difference of population characteristics,there were significant differences in six characteristic levels:region,age,grade,degree of obstacle,family structure and parents’ education level.Based on the survey data,the government,school,community,parents and other managers were interviewed,and found that there are some problems in the social adaptability of students with mental retardation: personal adaptability,lack of self-management ability of students with mental retardation,lack of enthusiasm and participation of individuals in society;family adaptability,lack of ability of students with mental retardation to participate in family affairs,due to parental doting and arrangement,backward concept of family education and lack of effectiveness of home-school cooperation;In the aspect of school adaptability,the students with mental retardation are not aware of rules,because of the weak teachers in special education schools,the shortage of teachers,the rigid management of teacher training,the emphasis of curriculum management on theory and practice,and the low participation of community activities.In view of the existing problems,combined with the relevant theoretical basis,this paper puts forward educational management strategies to improve the social adaptability of students with mental retardation.Self management level: give full play to the subjective initiative of students with intellectual disabilities.Family management level: improve parents’ family education level,establish a correct view of family education,and enhance the effectiveness of home-school cooperation.School management level: implement teacher personnel establishment,optimize teacher growth environment,adhere to the concept of humanistic management,strengthen curriculum management,integrate educational resources,and form educational resultant force.Social community management level: governments at all levels in all regions(especially in rural areas)and community grass-roots organizations pay more attention to it,implement the main responsibility of early detection,early treatment and early education of children with intellectual disabilities,incorporate community management of students with intellectual disabilities into local education development plans,improve community education mechanisms,and provide improved public services.