Study On The Status Quo And Influencing Factors Of Life-oriented Instruction In Special School For Intellectual Disability ——Based On The Viewpoint Of Universal Design For Learning

Under the influence of various factors,students with intellectual disability have some difficulties in Chinese listening,speaking,reading and writing,and there are also some challenges in the practical teaching of life-oriented Chinese.The philosophy of Universal Design for Learning advocates multiple means of representation,multiple means of action and expression and multiple means of engagement.Compared with traditional teaching methods,it is more beneficial for learners to integrate universal design for learning into instruction,which can minimize the need for teaching adjustment for learners.From the studies that have been done,few studies on the current situation and influencing factors of life-oriented Chinese in special school for intellectual disability from the viewpoint of universal design for learning.Therefore,based on the viewpoint of universal design for learning,the author checked into the current status and influencing factors of life-oriented Chinese in special school for intellectual disability,which deeply understood the status quo and influencing factors of life-oriented Chinese in special school for intellectual disability,and found the difficulties and challenges encountered by schoolteachers in the actual classroom teaching procedure.This research provides ideas and references for promoting the effective development of life-oriented Chinese in special school for intellectual disability.This research uses questionnaire survey and interview to check into the status quo and influencing factors of life-oriented Chinese in special school for intellectual disability.The research consists of three parts.Firstly,compiling and revising the research tools.Following the general process of questionnaire compilation,self-evaluation questionnaire and interview outline were compiled based on the universal design for learning perspective.Secondly,doing the present situation research,using good reliability and validity questionnaire to investigate the life-oriented teaching performance of 219 teachers,including the overall situation and differences in performance.Thirdly,doing the study of the influencing factors,using the influencing factors questionnaire,through regression analysis to explore the relationship between the factors of students,schools and teachers and the status quo of instruction.The results show that:（1）" the instruction status quo of life-oriented Chinese in special school for intellectual disability by self-report questionnaire " is of good reliability and validity,which has certain rationality.The status quo questionnaire includes three dimensions: multiple means of representation,multiple means of action and expression and multiple means of engagement;" the influencing factors questionnaire includes four dimensions: the factor of students’ ability and demand,the factor of school’s requirements and support,the factor of teachers’ teaching concept and the factor of teachers’ self-knowledge and others to support.（2）from the viewpoint of universal design for learning,the subjective evaluation of the present instruction situation of life-oriented Chinese in special school for intellectual disability is good,and the performance level of the three dimensions from high to low is: multiple means of representation,multiple means of engagement and multiple means of action and expression.（3）There is no significant distinction in the teachers’ different genders and educational backgrounds,and there are significant distinctions in the teachers’ different ages,professional backgrounds,professional titles,teaching experience and the number of students in the class.（4）Based on the viewpoint of universal design for learning,the factors that influence the present situation of life-oriented Chinese in special school for intellectual disability come from students,schools and teachers,among which teachers’ self-recognition and others to support factors are the most influential,followed by the factor of the students’ ability and demand,and finally the factor of the school’s requirements and support.In accordance to the research results,the conclusions are as follows: The self-assessment questionnaire on the status quo and Influencing factors of life-oriented Chinese in special school for intellectual disability can be used as an effective research tool,and the status quo of life-oriented Chinese in special school for intellectual disability is generally above middle level,which is affected by the factors of students,teachers and schools.Based on the above conclusions,this study come up with suggestions from schools and teachers.Starting from the school,the school should create the information teaching environment,standardize the requirements of teachers’ reflection on instruction,and deepen the training of teachers’ multimedia information technology knowledge.Starting from the life-oriented teachers in special school for intellectual disability,teachers should pay attention to students’ advantageous learning channels,take the initiative to pile up teaching experience and high-spiritedly take part in teaching and research exercises or other teaching practice exercises.