The common psychological troubles of disabled children are first, sensitive and hostile, and easy to be emotional. Inferiority makes them very concerned about their own shortcomings, pay too much attention to other people's language, behavior and attitude, are extremely sensitive to other people's evaluation, react strongly to external emotions, fluctuate greatly, get angry easily, and often have conflicts with others.
Second, autism and inferiority can easily induce loneliness. Disabled children have low learning efficiency and many failure experiences, and are prone to inferiority and incompetence; Due to excessive protection and care, they may be willful and selfish, accompanied by compulsion, anxiety, autism, emotional and behavioral disorders; They are willing to associate with their peers, especially the disabled. They don't want to associate with the people around them. Over time, they will feel lonely, become introverted, and even have communication and social obstacles.
Third, complaining and pessimism are easy to be negative. When disabled children encounter difficulties or are laughed at, they will complain about their relatives, friends and unfair fate. They often think they are incompetent and redundant, often lose confidence in themselves, have pessimism and lack initiative and enthusiasm.
The first way of mental health education for disabled children is to cultivate positive and healthy emotions and help disabled children find themselves. Through educational activities, disabled children can learn to adjust their emotions, express their emotions and channel negative emotions. For example, you can listen to music, draw pictures and exercise when you are angry, and talk to friends when you are sad. When you are anxious, you can relax yourself. We can also start with the bright spots of disabled children and gradually let them realize that they are not incompetent, so as to stimulate their internal motivation, mobilize their initiative and enthusiasm, and let them gradually build up their self-confidence and find themselves.
Second, optimize the life education environment, imperceptibly affect the psychological mood. Environment is an important factor in education. Stable living and educational places, necessary materials and equipment, and suitable space conditions are the material basis for developing mental health education. In the layout of the classroom, implement? A language version, a toy cabinet, an ecological window and a music corner? Mental health class is beneficial for teachers to develop students' multiple intelligences.
Third, carry out psychological education activities and grasp the development direction of healthy psychology. Cultivate students' self-awareness through psychological activities, and cultivate students' psychological ability to actively integrate into society and surrounding environment through voluntary dedication activities. For example, they can feel the joy of dedication and enhance their sense of self-worth of caring for and serving others by using compulsory labor day.
Fourth, families and schools cooperate to form a joint force of mental health education. Parents and teachers should communicate in time and carry out activities involving students, parents and teachers. Through activities, the three can be better integrated, so as to better enter students' hearts and adopt positive psychological education methods. Strengthen the publicity and education of mental health knowledge of parents of disabled children, hold lectures for parents regularly, publicize the significance of mental health education to parents, popularize mental health knowledge, and make them support schools to carry out mental health education for disabled children.
The educational methods for disabled children are flexible and diverse. Teachers should be conscientious in their lives, eliminate their psychological barriers as much as possible, and let them take care of themselves when they grow up. These children's families, schools and society have extended their caring hands? Guide it to act, persevere, move with emotion, and understand with reason? I believe that disabled students can live as happily as healthy people and contribute to society.
What are the cognitive characteristics of the disabled? As a special group, disabled people not only have the same psychological characteristics as ordinary people, but also have their unique psychological performance and cognitive characteristics. Their cognitive characteristics are different due to different types, degrees and times of disability (congenital disability or acquired disability).
Blind people, especially those with congenital visual disability or childhood disability, lack or even have no concept of space, no visual image and no complete picture of the surrounding things. Because 90% of people's external information comes from visual channels, the image thinking of the blind is very underdeveloped. Although their hearing and touch are very sensitive, they can't make up for this loss. On the other hand, blind people have formed the habit of loving thinking and being good at thinking because there is no interference from visual information, and the corresponding abstract thinking and logical thinking are relatively developed. Because of their developed speech hearing ability and good memory, they have rich vocabulary, which also contributes to their strong speech ability. Therefore, many blind people feel talkative, clear-cut, rich in vocabulary, vivid in language and full in reasoning.
Deaf people lose their hearing, communicate with others by sign language, and obtain information and communication by visual organs. So they are sensitive to vision, developed in image thinking, and relatively poor in logical thinking and abstract thinking.