| Learning in regular classes is an educational phenomenon in which children with special needs go to school together with ordinary children in ordinary schools.It is the main placement method for special children in my country to receive compulsory education.However,existing studies have found that the quality of regular classes is worrying,and students have difficulties adapting to school life.With the continuous development of special education,there are more and more students who hope to enter ordinary junior high schools to study in regular classes.Can they adapt to the study and life of junior high schools,what kind of difficulties they will encounter,and what factors affect their adaptability in school? These questions need to be answered through research.This study selected five students with intellectual disabilities from a junior middle school in a certain district of Chengdu as the research objects to study the school adaptation status of students in regular classes.The author draws on the predecessor’s scale for evaluating the school adaptation of ordinary students and the scale for evaluating the school’s adaptation of special children,and compiled a scale for evaluating the school adaptation of students in regular classes,and divided the scale into emotional states according to the dimensions of school adaptation.There are four aspects of regular adaptation,interpersonal adaptation and academic adaptation.The author evaluated the adaptability of students in regular classes by observing and interviewing students,teachers,and parents.The study found:(1)The adaptation status of the 5 students with intellectual disabilities in regular classes in junior high schools is different,and there are obvious differences between individuals.Student A works hard at school and the school adapts well.Student B has nothing to do in school,and the school is maladjusted.Student C is popular at school and the school is well adapted.Student D is tired of studying at school,and the school adapts to normal.Student E’s peer rejection is obvious,and the school is maladaptive.(2)In terms of different dimensions of school adaptation,the regular adaptation of the five junior high school students with intellectual disabilities in regular classes was relatively good,academic adaptation was the worst,and interpersonal adaptation was in the middle.The study also found that in general,students with intellectual disabilities in regular classes in junior high schools like to go to school,but it is difficult to complete their academic tasks;they abide by school rules and regulations,but it is difficult to establish friendship with classmates and teachers.Further analyzed the factors that affect the school adaptation of students with intellectual disabilities in regular classes,including the students’ own factors,family factors,school factors and social factors.Student factors include mental retardation,appearance defects,and poor personal hygiene habits of students with intellectual disabilities.Family factors include problems with family atmosphere,family relationships,and parents’ educational attitudes and methods.School factors include the lack of relevant resources in schools and the lack of integrated education literacy of teachers.Social factors include people’s prejudice against special groups and the inadequate implementation of the regular class study policy.Finally,the author proposed four strategies to improve the school adaptation of students with intellectual disabilities in regular classes in junior high schools:(1)Parents of students with intellectual disabilities should take more responsibility for the education of students;(2)schools should strengthen educational support for students in regular classes;(3)Parents of students with intellectual disabilities and schools should actively cooperate to educate students;(4)The state should increase publicity for integrated education and strive to create a harmonious and inclusive society. |
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