| The improvement of the enrollment rate of special children and the rapid development of regular classes in China have promoted the transformation of schools for mentally retarded children.More and more children with moderate and severe disabilities have entered schools for mentally retarded children,including mental retardation,autism,cerebral palsy and multiple obstacles.These children often have difficulties in self-care,many emotional behaviors,and can’t keep up with classroom learning,which poses great challenges to the teaching,rehabilitation and management of mentally retarded schools.Many schools introduce parents to accompany them to school under the situation of insufficient teachers and heavy management pressure,which can alleviate the difficulties of schools,strengthen the cooperation between home and school and promote the co-education between home and school.However,through my own practice and reading literature,I found that parents are facing many difficulties and challenges.In this study,the narrative research method is used to tell the story of parents accompanying reading in C special education school.Under the guidance of ecosystem theory,the background and process of parents accompanying reading in this school are recorded in detail,focusing on the accompanying reading process of three parents,and exploring their needs and attitudes,contents,functions and existing problems.It is found that parents accompanying students stems from the contradiction between the lack of teachers and the large number of students,the serious obstacles and the diverse needs in mentally retarded schools;Affected by time and ideas,parents’ willingness to accompany them is low;Accompanying students are mainly freshmen,or students with serious obstacles,insufficient self-care ability and more problem behaviors;The content of accompanying reading is mainly to take care of students’ lives,assist in learning and deal with unexpected problems,which plays an important role in relieving the pressure on schools and teachers,helping children grow up better,and is also conducive to the improvement of parents’ parenting ability;There are a series of problems in the process of accompanying parents,such as parents’ over-arrangement,disturbing school order and low efficiency.The main reasons are parents’ cognitive deviation,ability limitation and lack of school rules and regulations and related support.Based on the above research results,this paper puts forward the improvement strategy of "timely access-open channels-provide barriers" : firstly,we should make a good evaluation,respect parents’ wishes,and let parents with needs,willingness and ability enter the school to accompany them;Clarify the rules and regulations of accompanying reading,provide parents with software and hardware support,and make the process of accompanying reading more standardized,professional and humanized;Recognize the real reason of parents accompanying students,strengthen the support system of special education from the source,and alleviate the contradiction between special education teachers. |
