A Study On The Stereotypes And Representations Of Normal Students About Children With Intellectual Disabilities

With the deepening of democratization and scientization of education,the trend of integrated education has become a new direction for the development of special education.According to the recommendations of the World Declaration on education for all,a supportive environment should be created for children.Therefore,integrated education should integrate children with special needs and ordinary children into the same education system,so that the right to education can be implemented to ordinary children and children with special needs.The development of integrated education can not be separated from the support of all sectors of society,and teachers are the core supporting factors.Teachers' psychological acceptance of special children is the prerequisite for the smooth integration of special children into ordinary children.As a pre service teacher,normal students should take on more important responsibilities in the future integrated education.However,some studies have shown that normal school exists in the stereotype of children with mental retardation,which will not only affect the ability of children with mental retardation to receive education of the same quality as ordinary children,but also hinder normal school students to reasonably understand the concept of integrated education,thus destroying the overall social atmosphere of integrated education.Therefore,it has certain research value and significance to pay attention to the integrated education literacy of normal students and explore the stereotype of normal students on children with mental disorders.In this study,normal school students were taken as the research object,and the explicit and implicit stereotypes of normal school students to children with mental retardation were investigated by self-designed semantic difference scale and start-up target stimulus response experimental paradigm,and the influence on the stereotypes of children with mental retardation was explored under different representation models.The study is divided into two parts:The first part includes research one and research two,with the purpose of systematically exploring the existence and characteristics of stereotype on children with mental retardation.First of all,we used the free association questionnaire to collect the stereotyped words of normal students to children with mental retardation,and completed the stereotype questionnaire of normal students to children with mental retardation according to the collected words.Then we used the self-designed scale to explore the explicit stereotype of normal students about children with mental retardation.It is found that there are differences in the scores of normal and mentally retarded children between normal students and normal students.Normal students live in the explicit stereotype of mentally retarded children,and the content of stereotype tends to be negative.In Study 2,the implicit stereotype of mentally retarded children was measured by using the priming target stimulus response experimental paradigm,and it was found that normal students have the negative characteristics and the implicit stereotype of mentally retarded children The response time of words is short,so teachers live in the negative stereotype of children with mental retardation.The second part mainly explores the influence of the abstract category model and the example category model on the stereotype of normal students,including the third part.In the third study,we used the semantic difference scale and the priming target stimulus response paradigm to explore the normal students' representation of children with mental disorders.The results showed that the response time of normal students was shorter when they started with pictures;compared with normal children,normal students' stereotype response time to children with mental retardation was shorter and they were more inclined to consistent information,and the subjects were more inclined to respond in negative information.According to the results of the two parts of the study,normal school students have a stereotype of children with mental retardation,showing the coexistence of positive and negative characteristics at both implicit and explicit levels,and tend to be more negative characteristics.Among the demographic variables,gender and the frequency of contact with children with mental retardation have no significant effect on the stereotype of normal school,but not on the implicit level.In addition,the study found that the stereotype of normal school students for children with mental retardation is more consistent with the sample category model,which provides the basis for further exploring the stereotype information processing mode,and helps to explore ways to improve the stereotype of normal school students for children with special needs,promote the development of special education teachers construction and the cultivation of integrated education atmosphere.