A Study On The Interpersonal Communication Of Children With Intellectual Disabilities In Ordinary Primary Schools

With the concept of inclusive education prevailing in the world,countries based on their own reality and have carried out a lot of practical activities for special education.In our country,"learning in class" is widely used in special education.In rural areas where the economy is backward,the population is scattered,the transportation is inconvenient,and the number of children with disabilities is relatively large,studying in a class has become the main strategy for compulsory education for children with intellectual disabilities.Due to the low concern of rural education,children with intellectual disabilities in ordinary rural primary schools are on the fringe of attention.It is precisely because of a lack of attention that children with intellectual disabilities have learning disabilities,communication difficulties,and developmental disabilities.In rural primary schools,children with intellectual disabilities face great difficulties in interpersonal communication.If we do not pay attention to their living environment,they will become "marginal people" and eventually be eliminated by society.Therefore,attention and researches on children with intellectual disabilities are very urgent.This study attempts to explore the interpersonal communication problems of ordinary mentally retarded children to create a good environment for children with intellectual disabilities and help children with intellectual disabilities develop better.During a four-month internship,the author found that Guang'an 's education was underdeveloped,and that children with intellectual disabilities had many problems in ordinary schools,so I chose rural primary school in Guang'an for research.On the basis of the existing researches,this study is based on the theory of ecosystem theory and inclusive education.It takes 10 children with intellectual disabilities randomly selected from 3 rural primary schools in S Town,Guang'an City as the research object.Observation methods and other research methods to understand the current situation of interpersonal communication of children with intellectual disabilities and record the dynamic process of interpersonal communication of children with intellectual disabilities.Through interviews and observations on children with intellectual disabilities,classmates,teachers,and parents of children with intellectual disabilities,information from different perspectives and different feedback channels were collected.Using nvivo12 software to conduct a qualitative analysis of the interview materials obtained,and follow-up observation of three children with intellectual disabilities,write observation records and observation reflections.The study found that the problems of interpersonal communication among children with intellectual disabilities mainly manifested in a lack of awareness of home-school cooperation,the school has not formed a personalized education program,the class manager's class management is not in place,and teachers lack school supervision.After the attribution analysis of the problem,it was found that the causes of the problem were: insufficient attention to the growth of children with intellectual disabilities,no personalized education programs,and insufficient education time.In view of the problems and the reasons analyzed,the following strategies are proposed: Firstly,promote home-school cooperation and jointly promote the development of interpersonal communication skills of children with intellectual disabilities;Secondly,the school forms a personalized education program to address children with intellectual disabilities in a targeted manner.The problems encountered in the growth process;again,give play to the role of the class teacher as the main body of management,correct the educational teaching concept,focus on children with intellectual disabilities,take the lead in caring for children with intellectual disabilities,and create a harmonious and friendly class atmosphere;finally,the school should strengthen Examination and evaluation,supervise teachers to carry out educational work.Due to the limitations of time,energy,and ability,this study still has many shortcomings.First of all,the empirical investigation is narrow.The scope of this study is limited to rural elementary schools in S Town,Guang'an City.Due to the limitation of the scope and the particularity of the research object,the sample size has been seriously impaired.Secondly,this study selects children with intellectual disabilities in rural primary schools.There is no horizontal comparison of the interpersonal communication between children with intellectual disabilities in urban primary schools.Is there a difference between rural and urban children in intellectual disabilities? What is the difference? What causes the difference between urban and rural areas? These are all issues that need to be studied in the future,and I hope to continue to deepen and improve them in the future research and study.