First, the reason for the birth of deafness
Any phenomenon has its roots. Analyzing the causes of deaf-mute students leaving can provide a basis for families, society and schools to take effective measures to prevent deaf-mute students from leaving. The reasons why deaf students leave can be summarized as follows:
1, for its own reasons. Japanese scholar Masao Hashimoto pointed out in his book Educational Psychology: "Hearing-impaired children have difficulties in ideological communication and narrow social experience. Therefore, in general, their behavioral characteristics in all aspects of social emotions are obviously behind normal children, and their main characteristics are timidity and excessive obedience. " It is precisely because they have the above characteristics that they often show poor resistance to temptation, strong curiosity and lack the ability to distinguish right from wrong in their lives, which is embodied in the following aspects: in today's fierce competition in the market economy, peers around the neighborhood have gone out to work? These phenomena quickly caught their attention. In addition, deaf-mute students enter school late and are older. Driven by blind imitation and curiosity, they also want to go out and feel the "outside world".
2. Lack of education. It is a sign of social progress and civilization to set up schools for the deaf and give them special education. However, the current educational model still has many shortcomings. First, there is no systematic legal education course. So far, there is no legal textbook specially written for deaf-mute people, which is suitable for their physical and mental cognitive characteristics. The legal education for deaf-mute students is either not carried out or stays within the scope of moral requirements of ideological and moral courses, and it is difficult to rise to the level of knowing the law and abiding by the law. Second, there are more closed management and less open teaching. At present, in the early education of the deaf-mute, almost all deaf-mute schools adopt closed education management with good motives, fearing safety accidents or preventing deaf-mute students from fleeing or being cheated. But the result is that deaf-mute students live on the land of Xiaotian for a long time. They are self-enclosed, gradually forming some tacit understanding and singing failure, so that they only believe in the deaf-mutes, psychologically inhibit communication with normal people, and make it possible for the deaf-mutes to gang up. Third, some teachers have simple teaching methods and weak sense of responsibility. Objectively speaking, compared with general education, the teaching pressure and tasks of deaf schools are relatively light, and some teachers have developed an inertia in this relaxed environment. In teaching, we just want to get by, not too hard, not too active, but not too bad. Special education news and moral education in schools for the deaf lack innovative ideas. We still adopt the traditional "spoon-feeding" teaching method, just completing the task, whether the students accept it or not. Education without feelings is weak education. Everyone needs love, and love can create many miracles. This is especially true for deaf-mute students, which requires teachers to be both strict teachers and loving mothers, caring, considerate and caring for students as much as their own children everywhere; Keep abreast of their study, life and ideological trends, eliminate their psychological obstacles and achieve the purpose of educating people. However, some teachers lack love for students and pay insufficient attention to the cultivation of deaf-mute students' personality and psychological quality, so that many deaf-mute students can't correctly understand and treat themselves and their own defects, and don't know what they should do, what they can do and what they can't do. This is precisely the problem that deaf-mute students must solve in the face of society.
3. Poor monitoring of family education. First, there are communication barriers among parents, family members and deaf people, and the burden of educating children is passed on to schools. Children are not guided by various bad behavior education that children can intuitively feel, and their ideological education and behavior are not monitored. Second, deaf-mute students, because of their inaudible and unspeakable physical defects, make some parents feel guilty and pity, but they are obedient and unrestrained to their children. Even if deaf-mute people do bad things, they will affect their understanding of objective things to some extent and even make wrong judgments.
4. The employment training of deaf-mute students is weak, and the continuing education of deaf-mute students is almost zero. At present, the vocational and technical education in most schools for the deaf is in a state of backward technology, insufficient funds and difficulty in finding a practice base, which is far from meeting the needs of the times. Some schools for the deaf are completely blank in this respect. In this way, deaf-mute students who have no skills have weak competitiveness, increased employment difficulty and low income after entering the society. Some deaf-mute people who violate the law in society often instigate and buy small favors, plus relevant policies in dealing with crimes committed by disabled people by law. Some deaf-mute students who are eager for enjoyment or are not determined can't stand the temptation, run away from home or even take risks to go illegal.
Second, the negative impact of the phenomenon of deaf-mute students leaving
Deaf-mute students leave mainly because of collusion between school students and lost students, and collusion between original school students and deaf-mute people in society. School students lure students away and hand them over to illegal deaf-mute people in society for theft and other activities. The departure of deaf-mute students has brought many negative effects to society, families and schools, resulting in negative effects. When students leave school, it will be a severe test for the enrollment rate and consolidation rate of the school. The families of deaf students are willing to lose everything in order to find the children who run away from home. More importantly, after leaving, these children were influenced by bad people and bad atmosphere in society, formed bad habits and embarked on the road of crime, which became a heavy burden for society and families.
Third, adhere to the trinity of school, family and society, and increase ideological and moral education and legal education for deaf students.
Poor self-quality means that deaf students run away from home. A very important reason for illegal crime. However, with the expansion and improvement of education, many deaf-mute students with high cultural quality have joined the ranks, which puts forward new requirements for special education in the new period. We must strengthen the education on the harmfulness and danger of running away from home, adhere to the trinity of school, family and society, increase the legal education for deaf-mute students, and improve students' self-prevention awareness and recognition ability.
1, special legal education courses are added in deaf-mute schools. With the country's emphasis on special education and increasing investment, more and more deaf people will enter schools for the deaf for 6 years, 9 years or even 12 years. Teaching deaf-mute students legal knowledge should be as important as cultural knowledge and functional skills. Schools should be equipped with graduated teachers majoring in law and offer law courses. The teaching of law course should implement an open teaching mode, which combines classroom explanation, case analysis of audio-visual education, friendship with ordinary primary schools and police demonstration to talk about legal knowledge, what to do and what not to do. We should often organize social activities between special schools and ordinary schools, so that deaf-mute students can communicate with normal students from childhood, broaden their horizons, integrate into society, and understand their responsibilities and rights in society. It is necessary to organize deaf-mute students to attend the court, show vivid cases in front of deaf-mute students in the form of trial, let them deeply feel that the law is around them, let them understand that the law is closely related to themselves, and let them realize the majesty and sparseness of the law. It is necessary to educate students to abide by the law on the basis of understanding the law, and consciously develop an outlook on life that is kind to others, so that they can make more contributions, work harder and repay the society after entering the society.
2. Society and family should pay more attention to the work and life of the deaf-mutes, and assume the bounden responsibility of education, restraint and supervision. Society is making constant progress. A society cannot let anyone fall behind because of physical defects. The Party, the government and the people give great care, support and help to the disabled, including the deaf-mute, and strive to make deaf-mute students receive education like normal people without discrimination and live and work in peace and contentment. Deaf and dumb people are people who need care and help in society. When making decisions for deaf people, we should consider their immediate interests. Relevant units and employers should eliminate discrimination in strict accordance with the provisions of the Law on the Protection of Disabled Persons, give preferential treatment to deaf-mute people as much as possible in political life, employment and material distribution, and create a good social environment for maintaining stability.
The society should initiate the establishment of deaf-mute associations or clubs, establish a communication and coordination mechanism between deaf-mute people and society, and receive legal education in exchanges. Western countries such as Britain and the United States attach great importance to the role of deaf-mute associations or clubs and have experience in this field. For example, the British Association for the Deaf has three major services, namely, publicity service, consultation service and sign language service. The club announces the content and time of the activity every week. According to foreign experience and China's reality, it is appropriate for grassroots disabled persons' federations to take charge of organization and management, give play to the backbone role of the advanced elements among the deaf, and carry out some attractive activities such as study, training, exchange, consultation and entertainment, as well as industry trends. At the same time, a group of judicial workers are hired to participate in it frequently and give lectures on legal knowledge. On the other hand, it meets the social needs of the deaf-mutes, thus eliminating some unbalanced psychology of the deaf-mutes and reducing the occurrence of some runaway events.
Family is the cell of society and the closest social life group of deaf students. They always accept the influence exerted on them by their parents or other elders through educational methods such as words and deeds. Every family with deaf-mutes should face up to the fact that there are deaf-mutes at home and eliminate two extremes: one is the emotional variation of deaf-mute children, such as pampering and willfulness, which is caused by psychological guilt and excessive compensation for family emotions. The other is that deaf-mute people have caused great pressure and burden to their families, and their refusal has caused insufficient compensation for the family environment, which has led to the emotional emigration of deaf-mute children. It is necessary to establish an effective education system for parents of deaf-mute students, improve the level of parents' education and management, strive to train deaf-mute students to eliminate their inferiority complex, cultivate sound ideological personality, and train deaf-mute people to be self-reliant, self-reliant and law-abiding, thus reducing the burden on families and society.
3. Give play to the binding role of the legal system. In reality, deaf-mute people who are caught committing crimes are often dealt with leniently. Many deaf people think that it doesn't matter if the disabled commit crimes. It is necessary to publicize typical cases among deaf-mute students, make deaf-mute students realize that crimes are also subject to legal sanctions, and let them consciously resist the invasion of various unhealthy trends and be qualified citizens who abide by the law and make contributions to society.