A Case Work Intervention Study On Improving Social Communication Ability Of Children With Mental Retardation In Regular Classes In Rural Areas

With the continuous attention paid to special education in China,more and more children with intellectual disabilities are entering schools for learning.Compared to normal school-age children,children with intellectual disabilities have a narrow range of interpersonal communication,limited interpersonal communication space,and a single interpersonal communication situation during regular class learning.At the same time,they also face the attitudes of fear,annoyance,and disgust from peer groups.Especially in rural areas,children with intellectual disabilities who attend regular classes do not have specialized special education resources like urban schools,and the basic education resources in rural areas are often insufficient.In this situation,the support and resources available to children with intellectual disabilities who attend regular classes are even more scarce.Due to their own communication barriers,children with intellectual disabilities in rural areas have seriously constrained their need to participate in social interaction and develop good interpersonal relationships.The development of social communication skills of children with intellectual disabilities has important and urgent significance for their daily learning,life,and better integration into school.Based on this,this study selected a child with intellectual disabilities who attended a regular class in a rural central primary school as a case study.Through preliminary observation and in-depth interviews with the case owner,it was found that children with intellectual disabilities have social communication needs: learning communication skills,increasing peer interaction frequency,enhancing emotional control ability,reducing aggressive behavior,improving social cognition,and enhancing understanding of self-others relationships.After analysis,it can be concluded that there are four reasons for the social communication difficulties of children with intellectual disabilities: limited language expression and understanding of others at the individual level,and improper communication methods;Parents at the family level lack sufficient mastery of skills and guidance on how to interact with children with intellectual disabilities,and lack a positive family environment and guidance;Insufficient special education resources at the school level and weak support from peer groups at the social level.Through a true and accurate assessment of the needs of individual cases,case services are based on social support theory,using case intervention methods for intervention,and providing targeted case services for ten times in accordance with service goals to help children with intellectual disabilities establish a basic support network,thereby improving their weak emotional control ability and lack of interpersonal skills in the interpersonal communication process,It enables mentally handicapped children to consolidate social communication skills in daily interactions and interactions,truly improving the plight of mentally handicapped children in regular classes.Research has found that applying social support theory to services can effectively enhance the willingness and ability of children with intellectual disabilities to engage in social interaction.Through relevant evaluations and reflections,the author believes that case work intervention is beneficial for serving case owners with special characteristics.The improvement of social support networks can also promote the social communication ability of rural children with intellectual disabilities,enhance their social confidence and skills.Therefore,this study has certain reference significance for improving the social communication ability of children with intellectual disabilities.