中重度智障新生入学教育的思考与实践(Thinking and practice of entrance education for freshmen with moderate or severe mental retardation).docVIP
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中重度智障新生入学教育的思考与实践(Thinking and practice of entrance education for freshmen with moderate or severe mental retardation)
中重度智障新生入学教育的思考与实践(Thinking and practice of entrance education for freshmen with moderate or severe mental retardation)
Thinking and practice of entrance education for freshmen with moderate or severe mental retardation
Anhui province Wuhu wisdom school Diao Haiying 241000
First, the question raised
In recent years, the school has been enrolling students with mild mental retardation from year to year, mainly to recruit moderate and severe students, including students with multiple disabilities. These disabled children in general, there are two main aspects: first, the psychological defects of younger age, and normal young children show consistent self-centered phenomenon; second, adaptive behavior of defects. School life to cultivate mentally retarded students social adaptation ability is the core goal, around to make students have habits, moral character and behavior of a healthy lifestyle, grasp the basic life and labor skills, has the good physical quality and healthy attitude to life, learn to adapt to the needs of social life the most basic practical knowledge preliminary germination and skills, aesthetic taste and so on each link, the mental retarded children into basic citizens to adapt to social life. For such a special group, the first grade is the starting point of their social life. After these children enter school, it is difficult to adapt to the school life for the strange environment and the crowd, and it is difficult to adapt to the school life. It has affected the normal education and teaching of the school.
Two, the basis for effective entrance education
(1) answer the case and thoroughly understand the current situation of childrens development;
In order to grasp every child family environment and child development, the admissions team for the first grade teacher in charge of each child were case counseling, interviews to understand the parents of children in the childrens age, hobbies and causes and family living environment information, and detai
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