Study on Action Skill Feature and Professional Potential of Students with Mental Retardation
- 1 Shanghai Academy of Educational Sciences, Shanghai, China
- 2 Institute of Special Education, East China Normal University, Shanghai, China
- 3 Zhonghua Vocational School, Shanghai, China
Abstract
A total of 217 mentally retarded people in auxiliary schools and sunshine homes took the action test implemented by self-developed testing tools. The results of statistical treatment indicates as follows: there is no significant difference in projects featuring imitation between the moderate or severe and the mild mentally retarded people; The relationship between intelligence quotient (IQ) and open action skills is obvious closer than the relationship between intelligence quotient and closed action skills; The action skills of adult mentally retarded in sunshine homes are better than those of similar IQ level in auxiliary schools. Through exploratory factor analysis of test data, we abstractly put forward three factors: ability to respond, imitate and speed, with the expectation to improve the pertinence of action skills training for the mentally retarded people. In this paper, it is stated that the moderate or severe mentally retarded can adapt themselves to certain professional positions after guided learning and training.
- Chen, Y. Y. (2004) The foundation of special education in China (p. 198). Beijing: Educational Science Press.
- Chen, Y. Y. et al. (2005). Mentally retarded students’ intellectual and adaptive behavior characteristics and relationship analysis. Chinese Special Education, 12, 27.
- Chen, Y. Y. (2004). The foundation of special education in China (p. 199). Beijing: Educational Science Press.
- Dong Qi’s (2012) Mentally retarded students professional potential testing. Beijing: China Labor and Social Security Publishing House.
- Huang, R. L., & Guan Y. H. (2010). Statistical analysis of data-SPSS principles and application (p. 281). Beijing: Higher Education Press.
- Pi, L. S. et al. (2006). Psychology of learning and education (4th ed., p. 135). Shanghai: East China Normal University Press.
- Pi, L. S. et al. (2006). Psychology of learning and education (4th ed., p. 128). Shanghai: East China Normal University Press.
- Shao, R. Z., & Pi, L. S. (1990). Psychology of learning and teaching (p. 143). Shanghai: East China Normal University Press.
- Zheng, H. (2005). Students with intellectual disabilities, Wechsler intelligence scale results, analysis and educational countermeasures. Journal of Chinese Special Education, 2, 42.
- Zheng, H. (2005) Mentally retarded students, Wechsler intelligence scale for results analysis and educational countermeasures. Journal of Chinese Special Education, 2, 43.