Action Research On Peer Support To Improve The Self-care Ability Of Children With Intellectual Disabilities In School Life

By 2020,China has basically achieved a special education school in cities and counties with more than 300,000 people and more disabled children.The 14 th Five-Year Plan of Action for the Development and Promotion of Special Education puts forward : ’ Strengthen the construction of special education schools and encourage counties(cities,districts and banners)with a population of more than 200,000 to run a standard special education school.Compared with ordinary primary and secondary schools,the number of special education schools is scarce,which leads to the fact that regardless of the distance between home and school,all special students who cannot study in regular classes in a city must gather in the special education schools in their cities,and most special children must stay in school,which is also the current situation of special education schools in China,especially in the western region.When special children enter campus life and study,only with basic campus life adaptability can they adapt to campus life.Boarding students have higher requirements for campus life adaptability,especially for campus life self-care ability.This research studies the cultivation of special children ’s self-care ability in campus life through peer support strategies used and supported by many foreign researchers,and cultivates children with mental retardation to improve their self-care ability in campus life under peer language support,action demonstration and action counseling.The research object of this study is the students of Class B,Grade 2 of a special education school in the western poor mountainous area.There are 12 cases in this study,including children with autism,Down ’s syndrome and other mental retardation.A total of five rounds of research were conducted.Based on the results of pre-test analysis of boarding ability requirements and case ability of boarding students in X school,the five rounds of research themes and rankings were determined as ’ basic survival in school(independent diet and demand expression)’,’ basic life in school(correct toileting)’,’ basic healthy life in school(wearing and removing clothes on demand)’,’ preliminary adaptation to school life routine(correct washing)’,’ further adaptation to school life routine(increased independence)’.The sequencing of the implementation of each round of peer support thematic programmes adheres to the principle of priority to priority,that is,support programmes prioritize the most basic and urgent issues for students.In each round of research,the researchers first provided support content training for all cases through language teaching.After the language training,a theme class meeting class and an interesting activity class were organized to help the case master the support content.In the actual operation of the course,the game and picture book content that students are interested in were added as the carrier to help the case understand the content,methods and requirements of peer support at the corresponding stage.This research studies the cultivation of special children ’s self-care ability in campus life through peer support strategies used and supported by many foreign researchers,and cultivates children with mental retardation to improve their self-care ability in campus life under peer language support,action demonstration and action counseling.The research object of this study is the students of Class B,Grade 2 of a special education school in the western poor mountainous area.There are 12 cases in this study,including children with autism,Down ’s syndrome and other mental retardation.A total of five rounds of research were conducted.Based on the results of pre-test analysis of boarding ability requirements and case ability of boarding students in X school,the five rounds of research themes and rankings were determined as ’ basic survival in school(independent diet and demand expression)’,’ basic life in school(correct toileting)’,’ basic healthy life in school(wearing and removing clothes on demand)’,’ preliminary adaptation to school life routine(correct washing)’,’ further adaptation to school life routine(increased independence)’.The sequencing of the implementation of each round of peer support thematic programmes adheres to the principle of priority to priority,that is,support programmes prioritize the most basic and urgent issues for students.In each round of research,the researchers first provided support content training for all cases through language teaching.After the language training,a theme class meeting class and an interesting activity class were organized to help the case master the support content.In the actual operation of the course,the game and picture book content that students are interested in were added as the carrier to help the case understand the content,methods and requirements of peer support at the corresponding stage.Before and after the intervention,the students in the dormitory and three teachers who had more than 3 lessons per week in class B were interviewed respectively.At the same time,the adapted ’ Campus Life Self-care Ability Assessment Form ’ was used to conduct pre-test and post-test on the ability of the case,and the students in the dormitory were collaboratively evaluated.Through further organizational research,explore the effect of peer support on cultivating and improving the self-care ability of children with intellectual disabilities on campus;to explore the practical steps and methods of peer support in the intervention of mentally retarded children ’s self-care ability in campus life.Finally,this study draws the following conclusions :(1)Some boarding children with mental retardation in western poor areas lack basic self-care ability.In the western poor areas,families with disabled children are generally difficult,and students whose self-care ability does not meet the basic self-care requirements of boarders are affected by the family ’s economic situation and have only two options : dropout and boarding school.In this case,there is a huge difference in self-care ability among children with intellectual disabilities in boarding schools,and there are many children with low self-care ability in campus life.Some students do not have the ability to eat,toilet and dress.(2)Peer support strategies can improve the self-care ability of mentally retarded children on campus.After long-term use of peer support strategies,it is not only limited to the improvement of self-care ability of the subjects,but also penetrates into the whole intellectual disability group.(3)The comprehensive use of multiple models of peer support is suitable for the ability development of the whole class.(4)Activities as a carrier can effectively promote children with intellectual disabilities to master peer support content.The understanding of children with intellectual disabilities is lower than that of ordinary children.When children with intellectual disabilities are peers providing support,it is difficult for children with intellectual disabilities to fully grasp the support content by simply providing support content training through lectures.Adding various activities as a carrier can help children with intellectual disabilities master peer support content.(5)Peer support operation process depends on the comprehensive use of language prompts,action demonstration and action counseling.Teachers are required to provide intuitive support demonstrations for children with intellectual disabilities who provide support.After the supporters master the support methods,they provide support to their peers through the comprehensive use of language tips,action demonstrations,and a small amount of action counseling.