Study On The Peer Relationship Of Special Students Learning In Regular Class

Inclusive education is the mainstream trend in the development of special education in the world.Our country closely follows the trend of the times and has launched a localized practice of inclusive education: learning in regular class.With the vigorous development of the work of learning in regular class,more children with special needs have moved from isolation to integrated educational placement.The original intention of inclusive education is to promote the development of high-quality interpersonal relationships between children with special needs and ordinary children,which in turn enhances the interpersonal skills and social adaptation skills of students with disabilities and special needs.Therefore,the peer relationship of special students learning in regular class plays an invaluable role in their social development,and an important reference indicator of social participation,integration and social adaptation.This study is supported by the theory of significant others,etc.This paper investigated the peer relationship of special students learning in regular class in Ganjingzi District,Dalian City from the perspectives of peer acceptance,mutual friendship and social network.The following conclusions are drawn:1.The overall status of peer relationship of special students learning in regular class was not optimistic.In terms of the degree of peer acceptance,the social preference scores of special students learning in regular class were much lower than those of the control group;their peer acceptance type was mostly rejected,and they were vulnerable to rejection and exclusion by classmates;the percentage of special students learning in regular class who did not have mutual friends was significantly higher than that of the control group,and the quality of mutual friendship relationships was worrying.2.Taking three students in DH Primary School as a case study to explore their social network status: the individual centrality of one case student is high,with the nuclear rank of social network centrality,and the social network role is a group member,while the individual centrality of the other two case students is low,and the social network roles are dyad and isolated respectively.3.There were significant differences in the peer relationship of special students learning in regular class by type of disabilities and grade level.Specifically,students with mental disability（autism and intellectual disability）had significantly lower levels of peer acceptance than students with hearing impairment.In terms of performance in intimate communication with peers,helping and guiding peers,students with hearing impairment have the best performance,followed by students with physical disabilities,and students with mental disabilities have the worst performance;students with mental disabilities were also less able to resolve conflicts than students with hearing impairment and physical disabilities;With the growth of grades,the situation that special students learning in regular class is not accepted by their peers persists,but their affirmation and concern for their friends have increased significantly.This study discusses the status quo,influencing factors and a new research perspective:social network of the peer relationship of special students learning in regular class,and puts forward suggestions for improving the peer relationship of special students learning in regular class: grasp the criteria for choosing friends,organize activities reasonably;actively guide,give play to the function of peer relationship;strengthen students’ theory of mind and match them with student partners;implement relevant documents to create a harmonious atmosphere;provide psychological counseling and carry out comprehensive intervention;home and school work together to consolidate the foundation of construction.