A Case Study Of Intervention In Social Skills Of Students With Multiple Disabilities In Sending To Teachers

Social skills are vital to the growth of children with special needs and are an important part of the socialization of children with special needs.Lack of effective social skills will make it difficult to maintain normal communication with family members,peers or other people,unable to make adaptive behaviors in the corresponding environment,unable to establish good interpersonal and emotional connections with family members and peers,and not conducive to adaptability develop.Social skills can be acquired through learning and education training.Therefore,this research aims to improve interpersonal skills,self-control and rule compliance in the field of social skills of students with multiple disabilities through door-to-door intervention,so that they can achieve a harmonious family life and return to school And the purpose of adapting to society.The case of this study is a child with mental retardation accompanied by emotional disorder.The preliminary evaluation found that in addition to obvious abnormalities in cognition and emotion,there is also a problem of backward development of social skills.It is precisely because of the above problems that the case has become the target of sending teachers to S school.By cooperating with children’s parents,assessing the social skills of individual cases,and defining social skills as an individual’s learning and effective and appropriate way of interacting with others in different situations,mainly embodied in: interpersonal skills,self-control,and rule compliance three sides.Therefore,in order to improve the social skills of students with multiple obstacles to achieve a harmonious family life,return to school and adapt to the society,through sending teachers to their homes,it is divided into three stages,based on the family environment,school environment,and social environment.A seven-month teaching intervention was conducted.In this process,through observations,interviews,etc.,the effects of the intervention are continuously evaluated and the intervention plan adjusted.In the end,in the family environment,the quality of family life has improved;in the school environment,self-control ability and rule compliance have achieved good results,interpersonal skills have been improved,and they can participate in class activities under the prompt and assistance of parents or teachers.Live in harmony with classmates;in a social environment,able to adapt to society with the assistance of others.What is even more gratifying is that in June 2020,the case returned to school education accompanied by parents.In this process,it has also improved the understanding of students with multiple disabilities,social skills intervention,and home delivery:First of all,due to the complexity of the obstacles,children with multiple disabilities are easily targeted for home delivery.Interventions for children with multiple disabilities should start from multiple aspects and participate in cooperation with family education and school education.Secondly,in terms of the social skills of children with multiple disabilities,interventions have achieved certain results,which are mainly reflected in: the frequency of interaction with peers in interpersonal skills has increased,and the quality of interaction has also improved;self-control ability has been significantly improved in the family environment,The frequency of violent conflicts with mothers is reduced;the main effect of rule compliance is reflected in the school environment,the awareness of consciously abiding by school regulations,and the ability to abide by classroom discipline when prompted;in the social environment,the ability to participate in social activities under the company and guidance of parents.Finally,the job of sending teachers to the door is far-reaching,but there are many difficulties.In order to improve the quality of delivery,a team-based delivery education should be conducted based on the types of obstacles,the degree of obstacles and the existing abilities of the delivery objects.Schools should actively undertake the responsibility of improving the home delivery mechanism,seeking policy support,arranging professional teams,enriching the delivery methods and content,and conducting professional training for teachers and parents.