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Investigation on Children's Psychological State of Parent-linked Teaching Assistants in Early Intervention for Special Children in Guangxi

Author(s)

Leyi Shao1,*, Qinglian Gu2, Jiaying Deng1, Qingqing Zhou1, Xiaoyu Chi1, Zhuo Chen3

Affiliation(s)

1School of Education Science, Nanning Normal University, Nanning, China 2Chunnuan Rehabilitation Hospital, Nanning, China 3Beihai Special Education School, Beihai, China *Correspond Author

Abstract

Early intervention for special needs children is a critical period that affects their lifelong development. We need to invest more energy and time in rescue education to compensate for deficiencies and developmental advantages. Special needs children are prone to psychological problems such as inferiority, depression, and emotional instability due to their own shortcomings. Only by guiding special children to recognize themselves, learn to control their emotions, and establish correct values correctly, can we promote the physical and mental health development of special children. In addition, the parenting style of the family is closely related to the early intervention of children. The atmosphere between families invisibly affects children, and a positive family atmosphere is conducive to the formation of a healthy personality and positive psychological state for children. The psychological state of parents of special children affects their emotional behavior and mental health. If a child's emotional management is poor, it can easily affect their adaptability, learning ability, and growth. This study used the online questionnaire, Questionnaire of Parent Linkage Teaching Assistant in Early Intervention, and randomly administered it to parents of special children undergoing rehabilitation training in some special education schools and rehabilitation institutions in Guangxi. 503 questionnaires were distributed this time, out of which 479 were valid after excluding invalid ones, with an effective rate of 95.2%. Through a questionnaire survey, it has been found that issues such as imbalanced parental roles and differences in psychological needs and actual situations can lead to negative emotions and adverse adaptive behaviors in children with special needs, including the tendency to develop coldness, aggression, and emotional unease. Establishing an effective new type of Parent-Linked Teaching Assistants model is conducive to respecting the personality of special children, alleviating their psychological pressure, and promoting the effectiveness of early intervention education. This study explores the current situation of Parent-Linked Teaching Assistants and proposes specific support strategies: including strengthening institutional guarantees and strengthening social support; establishing a correct concept of Parent-linked Teaching Assistants and enriching communication content; Integrating different resources to improve the efficiency of personnel participation and cooperation from all parties; improving teachers' ideological concepts and professional level; enhancing parents' confidence and level of participation in Parent-Linked Teaching Assistants to help special children overcome obstacles and difficulties during their growth process as much as possible, thereby reducing the possibility of psychological crises.

Keywords

Parent-Linked Teaching Assistants; Early Intervention for Exceptional Children; Mental State

References

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