On Special Education —— On the Deficiency of Special Education
School education is first and foremost moral education. The serious deficiency of special education is the neglect of ideological education for disabled children. Based on the reality, this paper makes rational thinking and practical exploration on moral education in special education, and makes bold attempts and researches on the rational understanding, present situation and educational approaches of moral education in special education.
Keywords special education; Lack of moral education; Reasons for absence; Educational method
First, the background of the problem.
It is not difficult to see from the current social basic situation that, influenced by the general social consciousness, schools, families and society attach great importance to the intellectual development and education of disabled children, pay attention to their life care and care, and ignore the personality and moral education of disabled children, lacking the correct guidance of their personality and moral education, which makes intellectual education divorced from personality and moral education or even put the cart before the horse. Disabled children, due to the influence of physical defects, environment and other factors, as well as many unstable emotional factors caused by physical defects, are easy to do wrong things, act rashly, be instigated and encouraged by others, and easily lead to involuntary behaviors that violate social requirements and even violate criminal law.
School education, moral education first. It is an urgent task for special education schools to cultivate and strengthen the ideological and moral education of disabled children. Special education should not only correct and compensate disabled students' physical and mental defects, dysfunction and knowledge ability, but also cultivate their ability to distinguish right from wrong, truth, goodness and beauty, so as to lay a good foundation for stepping into society, reducing crime and being a qualified citizen in the future.
Second, the basic practice research
Based on the above thinking, the author mainly makes some tentative research on the lack of gratitude consciousness of disabled children, and talks about the actual situation, reasons and solutions faced by special education.
(1) Questionnaire survey
With understanding and confusion, I conducted a questionnaire survey and interview on school children's gratitude consciousness, and investigated 5/kloc-0 students and 28 parents. The survey results show that: 1. Only a few students often do housework, and most students are less concerned about trivial matters of family life and have poor self-care ability. Nearly half of the students take their parents' concern for themselves for granted, but they don't realize the hardships their parents have made in raising themselves, and they don't take the initiative to call their parents often to say hello. Most children don't accept their parents' criticism, even they are rebellious. Most students will appreciate the help given by others. But the consciousness of helping others is not obvious. Students will help if they have difficulties, but only temporarily, and most of them lack lasting support. No child knows when Thanksgiving Day is, let alone how to be grateful. 6. Most children are still very happy about their teachers and the government, but they have no lasting gratitude.
(B) the reasons for the lack of analysis
One is the lack of family education. Parents of disabled children are under great pressure of life and spirit. They have given selfless love and raised their children to grow into talents. So they love their children blindly and ignore how to teach them to be human. They always think that their children are disabled, and their parents' inner remorse and painful love are naturally spoiled.
The second is the lack of gratitude education. Because schools and parents often pay attention to children's physical health and living conditions, they seldom care about the education of students' ideological and moral quality. The teachers' concern and unrequited demands have played down these children's gratitude consciousness.
The third is the negative impact of society. Without effective supervision mechanism and narrow humanitarian sympathy, society will unconsciously condone the selfishness, inferiority, laziness and dependence of disabled children.
The fourth is the confusion of making excuses. Disabled children often take their own disability as an excuse, take themselves as the center, take others' help for granted, are not motivated ideologically, muddle along in their studies, like to compare with others in life, are passive and lazy in their activities, and have a weak sense of self-reliance and gratitude. Some children even have a sense of self-indulgence and hostility towards others.
(3) Discussion on educational methods
How to cultivate the gratitude consciousness of disabled children is a problem worthy of our school, society and family's attention. Now, to get them back, we have to start with a little gratitude culture around us, and we need the efforts of society, schools and families to re-establish a good gratitude culture atmosphere.
1. Self-esteem: Promote self-education of disabled children and raise their sense of gratitude. Enable them to know themselves correctly, control themselves, put themselves in others' shoes, gradually learn to understand and understand others, learn their strengths and tolerate their weaknesses.
Second, the school: change the concept of education and carry out gratitude education. Mainly do the following work, let children participate in the practical activities of gratitude education and accept gratitude education; Organize students to watch media materials, so that students can receive gratitude education spontaneously; Arrange experiential homework so that students can directly experience the hard work of their parents and teachers and internalize their sense of gratitude; Seize the opportunity of education and implement the education of caring and gratitude; Guide students to actively read and improve their spiritual quality; Pay attention to emotional cultivation and make up for students' defects; Pay attention to standard behavior and cultivate good habits; Pay attention to the image of teachers and be a good example for students; Pay attention to discipline infiltration and combine teaching and educating people; Educating people in school environment and guiding cultural environment are both effective ways of school moral education.
Third, the family: to change the concept of family education, parents should set an example. Parents should lead by example, instill in their children imperceptibly, be grateful when accepting the care, support and help of others, keep them in mind and repay them with gratitude; We should always teach children how to be sympathetic, considerate, respectful, responsible, kind to others and nature, so that children can receive good gratitude education from an early age.
Fourth, the social aspect: build a platform for gratitude education and conduct gratitude education through multiple channels. The society should strengthen media propaganda and vigorously promote the culture of gratitude. It can play some movies, TV and the Internet. Thanksgiving education? The idea of movies inspires students. It is necessary to carry out gratitude education activities in various ways, actively guide disabled children to participate, give corresponding rewards to those who have outstanding performance, and publicize them with great fanfare to form an atmosphere in which society promotes gratitude. At the same time, actively publicize, guide, supervise and punish, and form a social atmosphere of caring for disabled children and educational peers, and paying equal attention to guidance and supervision.
Thanksgiving education is a complex systematic project, which needs a long-term process. It needs the active cooperation of schools, society and families to form a joint educational force.
As special educators, it is our sacred mission to help these incomplete lives fly. As long as we persist and persevere, so that every incomplete life can be respected, we can make every life bloom brilliantly.
refer to
[1] Park Yongxin. Introduction to Special Education (Revised Edition) [M]. Huaxia publishing house.
[2] Compulsory Education Law of People's Republic of China (PRC) (revised on June 29th, 2006).
[3], Du,,. A Study on the Attitude of Ordinary Primary School Teachers towards Special Children [J]. China Special Education, 2000.
[4] Wang Fengxian, Lu Jie. New Theory on Moral Education [M]. Jiangsu Education Press, 1995.
Click the next page for details >>& gt On special education?