Research On The School Adaptation Of Special Children Learning In Regular Class In Rural School

Nowadays,the development of special education is rapid all over the world,so how to arrange reasonably special children has become a hot topic in this field.China also conformed to the international situation,using the advanced concept to carry out exploration of inclusive education based on domestic status.A series of special education laws are promulgated,revised and implemented.Leaning in regular class has been recognized in education and has been become one of important forms for spacial children to be arranged in our country.This research echoed the hot topic,"inclusive education",started from the placement form,learning in regular class,in Chinese indigenous inclusive education.Carrying out investigation based on the country and paid attention to the school adaptation for special children.This research adopted qualitative research methods,the author was regarded the research tool.The author interviewed in-depth special children and some related groups.The author used the method of participatory observation to go deep into the fields of activity of three rural children with special needs(autistic child,hearing impaired child and child with mild physical disabilities),aiming at the learning adaptations,interpersonal adaptation and behavior adaptation when they was learning in regular classes.Investigating these three aspects,collecting and organizing the data.The interview recordings and observation records were sorted into a text,more than 100,000 words.The qualitative data analysis software NVivo12 was used to visualize the text and three-level coding.Through visual analysis,the overall situation of the school adaptation of three special children learning in regular classes was obtained.The specific performance of the cases under the three sub-dimensions of learning adaptation,interpersonal adaptation and behavior adaptation is analyzed through three-level coding.Through the analysis of the three-level coding nodes of the text data,the school adaptation status of the three special children in the process of learning in regular class was explored.The results showed that:(1)In terms of learning adaptation,child with autism and child with physical disabilities have outstanding performance in academic achievement;The Child with hearing impaired is poor at learning adaptation,especially lack of studying habits and academic achievement.He has weak learning motivation,no goals,or weak academic performance,becoming a "poor student" in the eyes of the teachers.(2)The problem of interpersonal adaptation occupies a larger proportion in school adaptation.The interpersonal adaptation of autistic children is poor,which is mainly manifested in improper communication styles,indifferent peer relationships and worrying teacher-student relationship.The hearing impaired child has established friendships with their peers by virtue of his sports talent,but the relationship with individual classmates is not particularly harmonious,conflicts are frequent.At the same time,the teacher-student relationship is slightly tense.(3)In terms of behavioral adaptation,The child with mild physical disabilities performs well.The problems of child with autism are more obvious.He often exhibits weird behaviors in class,more problematic behaviors,and is often troubled by school bullying and even self-harm.The child with hearing impaired child is not as negative as autistic children in terms of behavioral adaptation,but he is not optimistic.Not listening in class,ignoring class discipline,not being disciplined,and conflicts with classmates and teachers.At the same time,suffering verbal violence and physical violence from classmates.According to the outstanding problems of the three children during learning in regular classes in rural school,this research conducted subjective and objective attributions to analysis from three aspects,the special children,their families and the rural school.First of all,the influenced factors of special children’s own psychology,including lack of empathy,age,low self-esteem and so on.Secondly,family factors mainly including parental upbringing over preference,indulgence and low expectations.Finally,the rural school is lack of facilities and equipment,inadequate publicity,professional teaching staffs and supporting from peer groups.Aiming at the typical problems and influencing factors of the above special children learning in regular classes in rural school,this research proposed suggestions and countermeasures from four aspects(the families of special children,common teachers,the rural school and the education administration department)from middle and macro levels.(1)Creating a harmonious family atmosphere by increasing parental participation and adopting democratic parenting methods.(2)Improving the professional quality of teachers in general schools to teach special children.(3)Effectively guarantee a reasonable mechanism for rural schools to carry out learning in regular class.(4)Educational administrative departments should build a guiding institutional environment.