Research On The Reverse Inclusive Education Experience Of Blind Students And Typically Developing Students

In recent years,China has vigorously promoted the high-quality development of integrated education,which is shifting from scale expansion to quality improvement.Reverse integrated education is an important part of integrated education in special education schools,and also one of the important ways to realize integrated education.Integration education aims to pay attention to the development of every student.Reverse integration education should not only pay attention to the return of special students to the mainstream society,but also consider the quality of integration education for ordinary students.Therefore,the quality of reverse integration education is particularly important for both special students and ordinary students.To understand the blind students in secondary vocational schools for the blind and normal students' reverse fusion education experience,explore the blind students and ordinary students in secondary vocational education environment of the real situation,this study adopted qualitative research paradigm,based on the education phenomenological research perspectives,through in-depth interviews,text analysis and field observation data collected by a variety of ways,This paper conducts in-depth research on 11 blind students and 10 ordinary students in Urumqi Blind School,and uses qualitative research data analysis software MAXQDA to encode and analyze the interview data.In strict accordance with the three-level coding procedures of open coding,associative coding and selective coding,the entrance experience,learning process,life experience,social experience and educational results of reverse integration education for 11 blind students and 10 ordinary students were deeply analyzed.The results showed that,as for the enrollment experience,the main entrance way for blind students is the single entrance examination organized by the school,while the main entrance way for ordinary students is the ordinary high school entrance examination.Blind students face many obstacles when choosing majors.They are often not actively choosing majors,but passively "being selected by majors".Ordinary students' choice of majors is the result of careful selection and deliberation.Blind students for ordinary students in the presence of surprise,worry and expectations of psychology,and ordinary students in the entrance of the feeling of fear,curious psychology.The school guides the ordinary students to accept and understand the blind students,and the equal educational environment promotes the two kinds of students to grow up in the reverse integration educational environment.Then,From the perspective of the learning process,schools,teachers and peers can give a lot of support to blind students according to their visual characteristics and needs,while also trying to meet the learning needs of ordinary students.Teachers classify teaching according to the different characteristics of blind students and ordinary students,and strive to meet the curriculum needs of different students.Both types of students can give full play to their own advantages and give each other help and support in study.Therefore,both types of students have positive learning experience in reverse integration education.However,blind students not only have common learning difficulties caused by their own disabilities,but also have difficulties in keeping up with the pace of ordinary students and the progress of class in cooperative learning.Ordinary students face difficulties in learning,such as being influenced by blind students,low learning difficulty and efficiency of various subjects,delaying their own learning time when tutoring blind students and feeling low learning efficiency.Third,In terms of life experience,schools,teachers and ordinary students provide rich support to blind students in barrier-free environment,after-school activities,dining and accommodation.In contrast,ordinary students have less support for after-school activities,showing a trend of short supply.In addition,ordinary students and blind students in accommodation harmonious communication,but there will be some temporary situation or misunderstanding.In daily life,although the two types of students participate in many activities with each other,there is a group phenomenon in the choice of dining companions and the communication in the dormitory.Fourth,in terms of social experience,although blind students and ordinary students have a lot of overlap in daily life,they still think it is difficult to truly integrate into each other.In the process of communicating with the blind students,ordinary students feel the blind students' simplicity and sincerity,and grow up in helping others.Reverse integration education provides blind students with opportunities to get along with sighted people and lays a foundation for them to enter the society and face more sighted people.During the internship,the students' professional skills were praised by enterprises and units,while ordinary students also found that the skills of traditional Chinese medicine they learned were very useful,which gave up the previous worry that others would know that they were studying in the school for the blind,and they were proud of studying in the school for the blind and being classmates with the blind.Fifth,in terms of education result,the national policy support for blind students is richer than that for ordinary students,whether they enter school or get employment.For example,ordinary students can only enter school through ordinary college entrance examination,three-school entrance examination and single-enrollment examination.Entrepreneurship funds and interest-free loans supported by national policies are the guarantee of employment for blind students.However,blind students also face difficulties such as employment competition among blind people,units or enterprises preferring to recruit ordinary students,and ordinary students also face difficulties in obtaining professional certificates.It is found that national policy,school support,attitude of teachers and students,personal efforts and other factors are the main reasons for the great difference in reverse integration education experience between blind students and ordinary students in secondary vocational schools for the blind.Based on the above research results,the author puts forward some suggestions for education administrative departments,secondary vocational schools,blind students and ordinary students.