Research On The Operation Status Of Resource Classrooms In Regular Schools In Regional Primary And Secondary Schools

As soon as the idea of inclusion education is put forward,it occupies the commanding point of morality in the field of special education.According to the national conditions,the educational scholars in our country have formulated the special mean-learning in regular classroom to realize the inclusion education.Learning in regular classroom has solved the problem of large numbers of children with disabilities in school,and the enrolment rate of children with disabilities has been greatly increased.The concept of inclusion education argues that if a child cannot learn,it is not because of his disability,but the school education system is flawed.As a result,the resource room,as an important pillar to support the enrolment of children in class,effect the implementation of the inclusion education.But at the present,the operation of our resource room still faces many difficulties.This research adopts qualitative research and in-depth interview method,selects five resource teachers in XZ district for data collection.According to the interview results,the qualitative research results of the current situation of resource room operation are carried out through the following four aspects: The first is the administrative support of the resource room,which is the autarkical training system,the free evaluation system,the flexible and random entry standard,and the desperate transfer mechanism;The second is the allocation of resources in resource room,which is the missing resource room and the mismatched resource room;The third is the function service of resource room,which is the dual role education,the unaffordable tour instruction,the important and time-consuming communication coordination;The fourth is the ecological environment of the resource room,which is the vague attitude of school leaders,sensitive and contradictory parents and ordinary teachers.And through the experience analysis of two typical resource teachers,it is concluded that the role orientation and the sense of professional identity are the factors that cause them to perform the opposite function.Based on the findings above,put forward four-point suggestions for optimizing the operation of resource room: such as establishing a perfect resource teacher training system,the equipment of resource room should meet the requirements of teaching,strengthening contacts with relevant personnel and full-time appointment of resource teachers.The researchers hope that with the presentation of the paper,special education experts and administrative workers will conduct in-depth research on the operation of the resource room,the implementation of resource room operation would be in line with the uniqueness of the region.Resource room should in line with the actual needs and needs of education.This research will be able to construct the theoretical framework of resource room operation and improve the quality of learning in regular classroom.