Development And Investigation Of School Adjustment Rating Scale For Low-Grade Special Children

In fact,the school adjustment of low-grade special children is a combination of adaptation and interweaving,that is,they gradually adjust their own behaviors by paying attention to and understanding the school,and adopt various adaptive behaviors to effectively interact with the school to realize their personal due to certain physical and mental defects.Special children often face great pressure and conflict in school adjustment,and are prone to problems in school life based on the qualitative research materials.This study draws on the relevant research tools,combines the relevant theories and the principles of the scale development to develop the‘School Adjustment Rating Scale for Low-grade Special Children’.Through the self-made scale measurement and the level and characteristics of the low-grade special children’s school adjustment in special schools,this study reflects on the problems and difficulties encountered by low-grade special children in special education schools and seeks corresponding support strategies.The results are as follows:(1)The‘School Adjustment Rating Scale for Low-grade Special Children’was developed by using principal component method and orthogonal rotation method.Five common factors were extracted from Exploratory Factor Analysis(EFA),which corresponded to five dimensions:emotional adjustment,motor skills,self-care,social adjustment and learning adjustment.(2)Cronbach’sαof the overall scale was 0.961.The results of Confirmatory Factor Analysis(CFA)in the total amount table are:x~2/df=1.876,RMAES=0.066,the model is fit.The reliability and validity of the scale accords with psychometrics and can be used to measure the school adjustment of low-grade special children in special education schools.(3)The average scores of five dimensions of school adjustment for junior special children ranged from 1.62 to 2.01,and from weak to strong,they were learning adjustment,social adjustment,motor skills,emotional adjustment and self-care.The total average score of school adjustment level is 1.85,and the overall level is low.(4)There are significant differences in different dimensions of school adjustment of low-grade special children in different places of residence,different genders,different grades and different disability categories.The average value of children in rural areas is higher than that in cities and counties,and that of children in girls is better than that in boys.The third grade is better than that of special children in grade one and grade two.The average scores of children with hearing disability in all dimensions and total scales are the highest,the lowest in all dimensions and total scales are children with mental disability.There was no significant difference in school adjustment among children with different disabilities.(5)Autistic children and intellectual children are the main teaching objects in special education schools at present.By comparing the differences between autistic children and mental disability children,it is found that the main effects of disability categories and grades of the two special children are extremely significant in the dimension of emotional adjustment.The results of this study have important implications for promoting school adjustment of special children in low-grade.First,reasonably place special children in low-grade,we can explore independent placement of autistic children or strengthen individualized education.Secondly,develop and popularize the curriculum of‘taking school adjustment as the core’.Establish good school interpersonal relationship again and cultivate good habits of special children in low-grade.Finally,improve the comprehensive ability of teachers in special education schools and provide support for parents of special children.