A Study On The Peer Relationship Of Students With Physical Disorders In Primary School

International inclusive education advocates believe that one of the original intentions of inclusive education is to promote the establishment of high-quality interpersonal relationships between special children and ordinary children,thereby improving their interpersonal and social adaptability.In response to the call of international inclusive education,our country has proposed and implemented the policy of in-class education for many years,which is the product of inclusive education in China.It has Chinese characteristics and is in line with China's national conditions.In recent years,as more and more special children have entered ordinary classes to study in class,corresponding problems have emerged endlessly.Among them,the development of peer relationships among special students who have attended classes has attracted increasing attention from scholars in recent years.As an important influencing factor for the development of adolescents' physical and mental health,peer relationship is an important source for adolescents to meet social needs,gain social support and a sense of security.The experience of peer interaction is conducive to the development of self-concept and personality.Among them,students with physical disabilities who follow the class are different from other ordinary students in appearance and daily actions due to their physical defects.Then,as a special group in school life,what is the status of their peer relationships in school.At present,few researchers pay attention to this area,and it is necessary to conduct in-depth research.Based on the research review and analysis of the relevant literature,this study uses questionnaires,interviews,and mathematical statistics to try to explore the current status and problems of peer relationships among students with physical disabilities who are currently attending classes in primary schools.Thus trying to make reasonable and feasible suggestions.This survey of peer relationships among students with physical disabilities who attend classes in this class is mainly based on two important indicators of peer relationship evaluation-peer acceptance and friendship.Judgment of friendship relationship mainly examines its important variable friendship quality.The research object was to find and select 10 elementary school students with physical disability andtheir 425 classmates and teachers in class in ordinary elementary schools in Chongqing.The level of peer acceptance adopts the "Student peer Relationship Scale" of domestic scholar Zouhong,which examines from three dimensions: peer welcome,peer neglect,and peer rejection,and 389 valid questionnaires were collected.The friendship relationship level was compiled by foreign scholars parker and Asher,and then reviewed by the domestic scholar professor Zhou Zongkui's "Friendship Quality Questionnaire" from six dimensions including companionship and entertainment.A total of 372 valid questionnaires were recovered.After that,the valid questionnaire data was entered into SPSS21.0,and the two questionnaires were subjected to descriptive analysis and difference test and analysis using mathematical statistics,and finally the valuable data was organized into graphs for presentation.At the same time,the semi-structured interview outline prepared in advance was used to interview the questionnaire survey with the highest,medium and lowest 3 students with physical disabilities and 9 teachers and classmates with whom they had the most contact and knowledge.Learn more about the attitude,behavior,performance,etc.of students with physical disabilities who usually get along with their peers,and provide richer information for the in-depth study of peer relationships.The principle of educational ethics and the principle of scientific research were observed throughout the investigation.The following conclusions are obtained after adopting various research methods:First,in terms of peer acceptance,pupils with physical disabilities who are enrolled in classes in elementary schools can be accepted and accepted by their peers,but they are less liked and most neglected.Most of them belong to the "marginal class" of the class.Second,there is a significant difference in peer neglect among primary and secondary students with physical disabilities of different genders.Girls are more vulnerable to peer neglect than boys.It was also found that girls in the general student group were more neglected by their peers.Third,in terms of friendship relationships,students with physical disabilities who attend elementary schools in the elementary school are significantly different from ordinary students in conflict resolution,companionship and entertainment.Their ability to resolve conflicts in friendship relationships is weak,conflicts are not easy to reconcile,and friendships lack mutual companionship and entertainment with friends,and their communication and communication skills are insufficient.Fourth,students with physical disabilities in elementary schools have shown the cherishment of friendship and friendship in terms of help and guidance and affirmation and concern.They are eager to get the attention and attention of friends,and they are eager to be a person who can help friends.Fifth,students with physical disabilities of different genders have significant gender differences in conflict resolution and intimate disclosure and communication in friendship relationships.Girls are more inadequate than boys in problem solving and active communication after conflicts with friends.Sixth,the study found that whether it is a group of students with a physical disability in primary school or a group of ordinary students,the peer acceptance and friendship relationships of girls are weaker than those of boys.The polarization of friendship between girls' groups is more obvious,especially the lack of active communication and exchanges after conflicts occur.In contrast,the friendship between boys is stronger.Based on the above conclusions,the following suggestions are made from the school,teacher and family levels:At the school level,attention should be paid to the psychological demands of students with physical disabilities and the influence of the external environment.First,from the external environment,schools should strengthen the construction and layout of barrier-free facilities.From the perspective of paying attention to the inner demands of students,the school 's various cultural activities and curriculum design should also take into account the characteristics and needs of children with physical disabilities.For the problem-solving capabilities that are common in girls 'groups,they can be read through“ picture book reading ” A class of courses,from a spiritual and cultural perspective,to guide the girl group to dare to communicate in peer relationships and be willing to communicate.From the teacher level,the guiding role of teachers is particularly important.Teachers 'attitudes towards students with physical disabilities will directly affect the attitudes of other classmates towards them.Therefore,teachers themselves need to form a correct understanding of children with physical disabilities and establish a correct view of students;at the same time,teachers should pay attention to training their professional reflective ability,Through the establishment of friendship squads in the class,etc.,to guide students with physical disabilities to participate in more collective interactions,so that students understand each other and promote communication,helpchildren with physical disabilities to gain more self-confidence and correct self Cognition and correct values lay the necessary foundation for the establishment of good peer relationships.From the family level,parents or guardians of students with physical disabilities should form the correct attitude and cognition,be brave to recognize and accept their children's deficiencies,and also be able to actively discover and cultivate the strengths and highlights of the child,and can take the child to participate Interest classes to help children develop specialties and build self-confidence;at the same time,parents of students with physical disabilities can also learn more about psychology,timely psychological counseling for children and better education for children,to create a positive and optimistic family atmosphere for children,It also helps the children to see their disabilities correctly.