辅读学校学生社会适应能力研究.pdfVIP

论 文 摘 要 社会适应能力是辅读学校学生融入社会必备的能力,也是辅读学校教育和训练学生 的重要内容之一。近年来,我国辅读学校教育对象趋向多样化,以中、重度智力障碍儿 童为主,同时招收自闭症、脑瘫等其他类型障碍儿童,教学对象的多样化加剧了学生间 的个体差异。为有效促进辅读学校学生社会适应能力的培养,必须了解其现有的社会适 应能力水平和特征。本研究使用改编的社会适应能力问卷对选取上海市12所辅读学校1?9年的339名 学生进行调查研究,了解辅读学校学生社会适应能力的现有水平和特征,同时探讨适合 辅读学校教授的社会适应能力,以及其适合教授的年级段。研究结果发现: (1)辅读学校学生社会适应能力水平较低,且个体内发展不平衡,其中社区与社 会适应能力发展水平最低; (2)在学校适应能力上,辅读学校学生存在性别差异; (3)辅读学校学生社会适应能力水平具有显著的年级差异,年级越高,社会适应 能力水平越高; (4)不同智力障碍程度的学生社会适应能力水平存在显著性差异,随着智力障碍 程度的加重,学生社会适应能力水平越低; (5)智力障碍学生、脑瘫学生、自闭症学生的社会适应能力水平存在差异。智力 障碍学生的社会适应能力水平相对最高,脑瘫学生次之,自闭症学生最低; (6)社会适应能力问卷中 332 项社会适应能力全部适合辅读学校教授。其中 110 项社会适应能力适合于低、中、高各年级段教授; 222项社会适应能力适合于几个年级 段持续教授; (9)家庭与学校适应能力主要适合低、中年级段教授,社区与社会适应能力主要 适合中、高年级段教授。 关键词: 辅读学校 智力障碍学生 社会适应能力 IABSTRACT Social ability is a necessary skill for the students at schools for the intelligence disability to integrate into society, but also is the important educational and training program in the schools for the mentally retarded. In recent years, the students in the schools for the mentally retarded tend to be diversification, mainly including the children with moderate and severe intelligence disability, also including the children with autism, cerebral palsy and others, which increasing the differences among the students. In order to promote the social ability training, we must investigate the level of their social ability In this study, 339 students in grades 1-9 in the schools for the intelligence disability were inquired to see the level of their social ability and training programs in their different development stages. The findings are as follows: 1 The students in the school for mentally retarded displayed pervasive deficits in the social ability, also their social ability were uneven developed, and the development level of their community and social ability is the lowest; 2 There was considerable variability in school ability between different sexs; 3 There was considerable variability in social ability among students in different grades. The stu