A Practical Study On School-based Curriculum Of Mental Health Education For Children With Moderate And Severe Mental Retardation From The Perspective Of Embodied Cognition

At present,there are more than 60,000 children with intellectual disabilities in special education schools in China who require corresponding psychological education due to their cognitive,emotional,and social behavioral problems.However,due to the special nature of these children,psychological education for them cannot simply adopt the content of regular psychological education courses for primary and secondary school students.Currently,research on school-based psychological education courses mostly focuses on ordinary children,and further exploration is needed for children with intellectual disabilities.Based on this,this study explored the psychological characteristics of children with intellectual disabilities and developed a school-based psychological education curriculum for children with moderate to severe intellectual disabilities,providing ideas and reference experiences for teachers to carry out psychological education for children with intellectual disabilities.This study selected children with intellectual disabilities as the research subjects and used the "Strengths and Difficulties Questionnaire" as the tool to assess their psychological health.Parents and homeroom teachers were invited to provide multi-source assessments of the psychological health of children with intellectual disabilities,and the psychological characteristics and status of children with intellectual disabilities were explored.Based on the results of the first study,the second study used embodied cognition theory as guidance to develop a school-based psychological education curriculum suitable for sixth-grade children with moderate to severe intellectual disabilities,and carried out one semester of teaching practice to explore the scientific,rational,and practicality of the curriculum.The conclusions of this study are as follows:(1)There are significant differences between the psychological health of children with intellectual disabilities and that of ordinary children,and the psychological health level of children with intellectual disabilities is much lower than that of ordinary children.Children with intellectual disabilities score significantly higher than the normal range of ordinary children in the dimensions of emotional problems,behavioral problems,hyperactivity problems,and peer interaction problems,as well as in the total difficulty score,indicating more severe psychological health problems.(2)The psychological health level of children with intellectual disabilities varies significantly according to different demographic variables,and their psychological health is affected by gender,grade,and disability level.As the degree of disability deepens,the psychological health level of children with intellectual disabilities becomes increasingly worse.The school-based curriculum design of mental health education is scientific and reasonable,and the implementation effect is good.(3)The school-based psychological education curriculum is designed scientifically and rationally,and the implementation effect is good.(4)The school-based psychological education curriculum can improve the psychological health level of children with moderate to severe intellectual disabilities to a certain extent and improve their psychological health status.