Research On The Features And Influencing Factors Of Students’ Classroom Problems In Special Schools For The Intellectual Disability

The Second Special Education Promotion Plan(2017-2020)points out that to comprehensively improve the quality of special education,improving the teaching quality of special schools for the intellectual disability is one of its priorities.In order to improve the quality of teaching for special schools for the intellectual disability,we need to fully understand the characteristics and influencing factors of students’ classroom problem behaviors,and provide empirical basis for solving problems.Students’ classroom problem behavior is one of the key factors that affect the quality of teaching.This study focuses on students’ classroom problem behavior and its influencing factors in s special schools for the intellectual disability,and explores the characteristics of students’ classroom problem behavior in gender,grade,type and degree of obstacles,as well as the influence of students’ factors,education and teaching factors and environmental factors on all kinds of classroom problem behavior.The research is divided into two parts.The first part is the current situation of classroom problem behavior.On the basis of the pre-research,the researcher compiled the questionnaire of classroom problem behaviors of students in special schools for the intellectual disability.Secondly,522 students were investigated to fully understand the current situation of classroom problem behaviors of students in special schools for the intellectual disability.The results show that:(1)the incidence of classroom problem behaviors of students in schools for the mentally retarded is as high as54.3%,and the highest incidence is disobedience,which is as high as 72.8%.(2)In terms of gender,the incidence,frequency and degree of trouble of boys are slightly higher than that of girls,but there is no significant difference in gender.(3)In grade,with the increase of students’ grade,the incidence of classroom problem behavior shows a downward trend;the occurrence frequency and distress degree of junior students are significantly higher than that of middle and senior students.(4)In terms of the types of barriers,from high to low,the incidence of classroom problem behavior is: autistic,multiple disorders,Down’s,mental retardation,other types of disorders;among them,the students with autism and multiple barriers have higher frequency of classroom problem behaviors and higher degree of distress than other types of students.(5)As for the degree of obstacles,with the aggravation of obstacles,the incidence of classroom problem behaviors increases.The frequency and perplexity of classroom problem behaviors of students with very severe disabilities were significantly higher than those of students with mild,moderate and severe disabilities,and that of students with severe disabilities was significantly higher than that of students with mild and moderate disabilities.(6)In the region,the incidence of classroom problem behavior of students in less developed areas is slightly higher than that in developed areas,but there is no significant difference.The second part is the research on the influencing factors of students’ classroom problem behaviors.The researcher compiled the questionnaire of classroom problem behaviors of students in special schools for the intellectual disability.522 students in special schools for the intellectual disability were investigated.The results show that:(1)students’ physiological and psychological factors have significant positive predictive effect on all behaviors.(2)Education and teaching factors have no significant predictive effect on the total classroom problem behavior,but teachers have a significant negative predictive effect on disobedience,and teaching factors have a significant negative predictive effect on bad social behavior.(3)Among the environmental factors,school environmental factors have no significant predictive effect on classroom problem behavior;family environmental factors have significant positive predictive effect on students’ total problem behavior,playing with objects behavior,inattentive behavior,disobedience behavior and bad social behavior;other environmental factors have significant positive predictive effect on total classroom problem behavior,stereotyped behavior,inattentive behavior and negative social behavior Bad social behavior has a significant negative predictive effect.To sum up,this study puts forward the following suggestions:(1)change the classroom learning environment,reduce classroom problem behavior.(2)Master behavior correction technology and correct classroom problem behavior scientifically.(3)Make full use of school and family resources to provide continuous guidance and support.