Mentally Retarded Children’s Social Ad-aptability Problem And Countermeasures On The Development Of School-based Curriculum Research

There have been three-level curriculum management systems including national, local and school-based ones in the background of curriculum reform in the domain of basic education, and schools have been empowered to have rights to develop curriculum based on their actual needs and resources. School-based curriculum, a hot issue both in basic education research and special education in China, is borrowed abroad. This background provides a favorable external condition for dysgnosia schools to develop and conduct research on school-based curriculum. Since the intelligence of dysgnosia children is significantly lower than that of normal ones, which influences their social adaptability yet. While social adaptability is directly influenced by intelligence, it interacts with environment as well, with a dynamic and changeable feature. Thus, provided they are provided enough time and support to increase adaptability and living ability, dysgnosia can be improved. Therefore, for school-based curriculum in dysgnosia schools, they should highlight on social adaptability and develop this ability of dysgnosia children, and help them to participate normal social life to improve social adaptability via individual instruction.There are research methods of literature review, case study, interviews and observation employed in the study. Firstly, the method of literature review is employed to discuss the relevant concepts of dysgnosia, school-based curriculum and its development especially in dysgnosia schools theoretically and the state quo of it in China. Next, taking the dysgnosia school of Chengguan District in Lanzhou, which is a special school for recruiting dysgnosia children, as an example, the study employs the method of case study to learn about the development of school-based curriculum for social adaptability. And then, employing the methods of observation and interview, school-based curriculum are studied as follows: first, taking the school-based curriculum for social adaptability as a breakthrough point, and followed with Taylor’s principle, the study analyses the curriculum objectives highlighting social adaptability, the contents of social adaptability for meeting the needs of living, the learnable approaches and organizations for children and the evaluation based on unit integrated lesson in dysgnosia school second, the study analyzes its advantages and disadvantages for developing school-based curriculum in dysgnosia school as follows: the advantages are presented by the nature itself, respectively the advantage that intersected with individual and collective instruction together based on group teaching, and the evaluation based on unit integrated lesson while the disadvantages are witnessed in the following: poor fundamental conditions, teacher’s poor awareness and ability of developing school-based curriculum, unsystematic curriculum contents and weak supportive system for developing school-based curriculum.On this basis, some suggestion are posed out to give some insights with school-based curriculum implementation in the following: firstly, the general objective of social adaptability for dysgnosia should be reexamined secondly, teachers’ awareness and abilities for school-based curriculum should be improved thirdly, the role of parents should be highlighted and favorable community setting should be established fourthly, individual instruction should be emphasized through school-based curriculum fifthly, the true state quo of school should be analyzed and school-based textbooks should be developed and compiled sixthly, supportive system of curriculum development combined with multi-field factors should be established.