Advances in Social Science, Education and Humanities Research, volume 616

Proceedings of the 2nd International Conference on Education Studies: Experience and

Innovation (ICESEI 2021)

The Literature Review for Mental Health

Concerning Special Education and Research on
Personality Characteristics and Self-consciousness of
Children of Special Schools
Zhiwei Lin1,*
1
HNU-ASU Joint International Tourism College, Hainan University, Haikou, Hainan, China
*
Corresponding author. Email: [email protected]

ABSTRACT
Mental health issues of special children and backward supportive educational environment are of great concern.
This paper focuses on the mental health issues of special children and the deficiency in support system
concerning mental health. Literature review and a study using two questionnaires and statistics analysis were
conducted. The conclusion is that special children have various mental health and personality development
issues such as low-esteem, depression, anxiety with gender and age differences, while the concerning supportive
system is terrible such as the lack of professional teachers, lack of mental health courses and backward mental
health education facilities. This paper contributes to the better understanding of mental issues of special children
and also the deficiency in the supportive system concerning mental health in special schools in China.

Keywords: Mental health, Special education, Special children, Being unprofessional, Backward
system support.

1. INTRODUCTION 2. DEFINITION
Mental health issues of special children are
widely considered. A challenging problem which 2.1 Special Children
arises in this domain is the backwards educational Generally speaking, in a wide sense, special
supporting system. Potential techniques to solve children mainly refer to children who are different
contemporary problems in the mental health from normal children in all aspects. The differences
domain of special education are increasing and are mainly manifested in children's intelligence,
enhancing facilities in special schools such as sense organs, emotional attitude, body language
mental health consulting rooms, increase and other aspects. Special children include children
professional mental health courses, provide with development below normal level and children
professional training and support to special teachers with above-normal and even minor illegal
and building up effective database. We therefore behaviors. In a narrow sense, special children
further analyzed the mental health situation of mainly refer to children with disabilities, which are
special children and investigated the contemporary manifested in hearing, intelligence, vision,
situation for mental health support of special language expression and other aspects.
schools. This thesis documents several key
contributions of the mental health situation of
2.2 Mental Health
special students in China and contemporary
situation of supporting system for mental health in Mental health is a kind of coordinated function
special schools. that can be achieved by social individual
psychology within the scope of their own
conditions. Specifically, it is manifested in three

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 Advances in Social Science, Education and Humanities Research, volume 616

aspects: the adaptation of psychological activities Thirdly, good development of special children
and external environment, the integrity of brings benefits to the society. As Chinese special
psychological process and the stability of individual schools are revolutionzing gradually with national
psychology. From the perspective of social policies, some special children have been taught to
practice, mental health consists of two meanings: master certain skills that can help them find jobs
on the one hand, individuals do not have and maintain their life. If special education could be
psychological diseases; On the other hand, further improved, in the long term, certain amount
individuals can maintain a relatively positive of national allowance could possibly be reduced
psychological state in their daily life. [1] and social burden could be alleviated to some
extent.
3. SIGNIFICANCE OF MENTAL
HEALTH CONCERNING SPECIAL 4. GENERAL SITUATION
EDUCATION CONCERNING MENTAL HEALTH
ISSUES IN SPECIAL EDUCATION
3.1 Mental Health Is Significant for
Special Education Teachers 4.1 Issues with Special Students
Concerning Mental Health
The mental health level of teachers in special
schools has an vital, long-term and unconsicous 4.1.1 Mental Issues of Students in Special
influence on the development of special children
Schools
[2]. It not only affects teachers’ physical and mental
health and the happiness and harmony of their Numerous studies have demonstrated that
family life [3], but also the normal functioning of mental health issues among special children are a
teachers' work [4]. common problem. For example, deaf and blind
students commonly have psychological problems,
3.2 Mental Health Is Significant for concentrating on anxiety in front of people and
Special Children's Development loneliness [7]. Special children have significantly
more severe mental health issues, in the aspects of
Firstly, mental health is the premise of special learning anxiety, anxiety in front of people,
children’ growing up and life. Increasing number of loneliness tendency, physical symptoms and phobic
people in special education field have realized the tendency [8].
vital influence of mental health on success rather
than the intelligence factor, which numerous Due to physiological defect, special children
worldwide models have demonstrated. One of the cannot normally study and live as other children,
goals of special schools is to make students have and could have problems when communicating
the capacity to return the mainstream society and with other children, causing mental health issues.
gain the equal opportunities to participate in social For example, blind children are limited by their
competition. This requires students to not only have vision organ barrierss, having incomprehension for
skilled labor skills, but also the ability to the outside world, and could easily have emotions
discriminate between true and false, have strong of bigotry. [9] Due to physiological defect, they
confidence and adaptability [5]. could have feared state of mind out of no reasons
subjectively.
Secondly, mental health is the foundation for
cultivating good moral qualities [6]. Mentally Gender difference is also evident. The positive
healthy students will not easily lose their way in the emotion scores of female students are significantly
face of people and difficulties, and they are more lower that the male students. [10] The scores of
likely to accept the corresponding rules and nervousness and depression of female students are
regulations. On the contrary, if students are noticeably higher than male students, while the
psychologically unhealthy, repelling life, they are situation for score of anger is vice versa.
likely to have behaviors that are violent to ethics The degree of loneliness, physical symptoms
with the promotion of their psychological barriers. and fear tendency also declined as students’ age
They may even have dangerous social-harming increased. In terms of physical symptoms, students
behaviors. under the age of 12 to 14 had more severe physical
reactions than students under the age of 10 to 12
and over the age of 14 to 16. [8]

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Special children have tendency of autism, problem behaviors. They are difficult to discipline,
feeling inferior and lacking bravery is strong, and have slow progress. [13]
feeling that they are different from other ordinary
Using the methods of random cluster sampling,
students. They also usually lack the consciousness
a general questionnaire for basic information and
of automatic independent study. They are
two professional questionnaires, Eysenck
commonly self-centered and lack competence
Personality Questionnaire (EPQ) and Child’s self-
awareness as well as they are usually over taken
concept Scale (PHCSS) were delivered to 24
care by their parents and teachers. [11]
students in a special school and 2 public normal
The adolescent psychological disorder is also schools.
common in special children. When there is barriers
As Table 1 shows, speical students in special
between male and female classmates, and there is
schools demonstrates significant mental health
mutual suspicion, jealousy and alienation. They
issues compared with normal students in accord
would also feel insecure about their own body
with previous studies, having significantly lower
change. [12] Lying and stealing issue is also severe
scores in terms of extroversion and emotional
if not well regulated.
stability and high score of lying. Their scores for
Due to different disorders physically or intelligence & School and Body Appearance are
mentally to certain degree, special students usually also lower. However, their scores of behavior,
have difficulties in communicating, are relatively anxiety and getting along well will others are
poor in understanding, more introverted and significantly higher than those in normal schools
sensitive, likely to have low-esteem and bad and the score of psychoticism of special students is
temper. Special students usually have several significantly lower, which shows this special
schools’ remarkable teaching effects.
Table 1. Comparison of factors and total average scores of EPQ and PHCSS between special children in special
schools and normal students
Questionaire Factors Special Students Normal Students t1
Group (n=24) Group (n=284)
EPQ E(extroversion) 11.25 15.04 -0.22
N(emotional stability ) 6.62 8.24 -0.09
P(while psychoticism) 1.50 7.12 -0.66
L(masking) 5.94 1.94 0.39
PHCSS Behavior 5.40 4.91 0.04
Intelligence&School 8.20 9.94 -0.14
Body&Appearance 5.80 7.85 -0.14
Anxiety 6.87 7.62 -0.08
Get along well&Fit in 5.40 4.21 0.11
Happiness&Satisfaction 6.60 6.78 0.01
Total Scores 37.88 41.31

4.1.2 More Severe Mental Issues of health problems than those in specila schools. [8]
Therefore, specialized schools are supposed to
Special Children Arranged in Normal
benefit special children, and they are supposed to
Class be further enhanced.
In Shanghai, most of the students enrolled in the
auxiliary schools of the city are moderate to severe 4.2 Issues with Special Teachers
intellectual retarded children in 2014. Students with Concerning Mental Health and Its
mild mental retardation are basically enrolled in Impacts
regular schools and then attend primary vocational
training to prepare for entering the society. 4.2.1 High Turnover Rate of Special
According to their study, special stuednts generally Teachers and the Lack of Professional
have more mental health problems than normal Special Teachers Concerning Mental
students, especially in five aspects, learning Health
anxiety, anxiety towards people, loneliness,
physical symptoms and terror tendency. In the Several studies have demonstrated the common
meanwhile, retarded students studying in normal mental health issues of special education teachers.
schools showed significantly more severe mental 61.3% special education teachers have pressure

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 Advances in Social Science, Education and Humanities Research, volume 616

over moderated degree, while those with severe education have feelings of inferiority, depression
stress accounted for 5.6%. [14] A study in 2013 and low professional identity [21]. These factors
demonstrated that 385 special teachers, 50.13% will gradually affect the work enthusiasm of special
people have mental health issues, among which teachers, and the phenomenon of job burnout
those with severe psychological problems account appeared, which will further affect the teaching
for 18.7%. [15] effects and the physical and mental health of
students.
The scores of depression and compulsory-
anxiety increased as special teachers’ age increased, According to a study in Heilongjiang Province,
while the scores for fear and neurosism in terms of educational background, teachers with
significantly declined. The hypochondriasis level of psychology major account for 1.96%, those with
teachers with graduate degree is significantly special education major account for 56.86%, those
higher that those with college degree and higher with normal major account for 27.45% and those
than those with bachelor’s degree. [16] Several with other educational background account for
studies have also shown that the mental heath 13.73%.In the schools surveyed, the number of
issues are usually more severe than male teachers, mental health teachers and general teachers
while male teachers have higher burnout rate. The receiving training was relatively limited, among
issues of emotional exhaustion, depensonalization which only 27.45% and 20.59% received training
and reduced personal accomplishment are severe. more than 3 times, respectively. [22]
According to the research data, compared with In the investigation, a certain proportion of
the general teachers, the special education teachers, teachers still held opinions that mental health
as a special group of teachers, are more likely to education was not important. This could hinder
leave their posts. [17] The dimission rate of special children’s development to certain extent. This
teachers within 5 years of entry reaches more than phenomenon could be due to the incomplete work
50%. [18] of special schools. A worth noticing finding is that,
the proportion of investigated teachers who reflect
Due to the particularity and complexity of the
that they can’t say they like or don’t like their
objects of special education teachers' education, as
students is relatively high to 22%. The majority of
well as the high requirements of professional
teachers (60%) think that students cannot fully
teaching skills, they are faced with significantly
understand the content taught. A certain proportion
more pressure and challenges, unable to deal with
of people still apply criticizing and punishment as
them in time positively, prone to remissing. Their
the main education ways. [23]
happiness could be significantly reduced, and even
many quitting behaviors could happen. The essence
of all of this is the low level of mental
4.2.2 Impacts on Teaching Effects and
resilience.[19] Influences Brought to Students
Special teachers are a special group of teachers, Owing to difficulties faced by special teachers,
who receive less feedback and have a low sense of many negative effects on special students could
achievement in their work, leading to mental health take place, like spreading negative emotions and
problems of different degrees[20]. In addition, due indifference, impatience, irresponsibility to
to students’ congenital defects, apart from students. 5% students in special schools have never
professional knowledge and skill required as been praised by teachers, 21% of students would be
normal teachers, special teachers are supposed to criticized and punished by teachers, and 23% of
meet the needs of disabled students for unique them felt aggrieved. When facing difficulties, 69%
professional skills. Combined with the of students would choose to seek help from peers or
requirements of the parents and high expectations, by themselves. 56% of students don’t want to share
special teachers experience tremendous pressure secrets with teachers, which shows a potention
[13]. The brain drain is more serious than ordinary space for improving trust between teachers and
education teachers [7]. With the development of students, while a majority of teachers (65%)
social economy, the special education work has believed that they were trusted and good friends of
gradually been paid attention to by the government their students. [23]
and received spiritual and material support.
However, influenced by traditional ideas, the
society still has many prejudices against special
teachers, and many people engaged in special

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4.3 Special Education Lacks Attention to 4.3.2 Lack of Relative Training to Special
Mental Health Teachers Both When They Are Studying
in Tertiary Educational Institutes or
4.3.1 Deficiency in Curriculum Design Work in Special Schools
and Lack of Attention for Mental Health
for Students in Special Schools Most special teachers didn’t receive
comprehensive concerning mental health both to
A large majority of teachers reflected that their help students and themselves when they were
mental health class were moderated by the studying in tertiary educational institutes. The
unprofessional teachers in psychology and the deficiency of curriculum setting in China’s tertiary
content of that is more concentrated on moral educational institutes is severe.
education. First of all, the curriculum setting in universities
The issue of lacking professional teaching is incomplete and unreasonable. The psychological
materials is also very noticable. In Xinjiang courses set for special education major currently
Province, there were no specialized mental health usuallly only consists of "general psychology"
teachers in 15.7% special schools. [24] "developmental psychology" and other basic
courses, and don’t cover other knowledge that
Facilities for mental health in special schools special education major students are supposed to
are still backward. A majority of teachers and master.
students were dissatisfied with the campus
construction. Psychological counseling rooms are The special psychological courses for special
in shortage and mental health courses are in teachers are important as well, but rare in current
shortage, usually carried out by unprofessional setting. [26] In the meanwhile, the set for the course
teachers, focusing on basic life habits cultivation. scheme is unreasonable. For example, more than 3
More abundant campus activities are also supposed psychological courses could be put in the same
to be designed to cultivate sense of belonging both semester, which is overloading. In certain cases,
for special students and teachers.[23] many advanced courses would be set before the
basic courses such as general psychology, which is
Apart from that, the lack of monitoring system not accord with the law of students' professional
is also one the reasons why mental health classes in knowledge development. [25] Besides, the teaching
special schools are poorly arranged. According to content is outdated. Although many new theories
Wang’s study, the situation of examination and have emerged these days, the teaching materials are
evaluation of mental health education in special still limited as those old ones 20 years ago. The
schools is not optimistic as well. The proportion of uncovering of cutting-edge knowledge makes
having been able to assess mental health education students unprepared for the upcoming new
was relatively low, with only 36.27%, and the problems[26]. The mechanical memory has become
proportion of having no mental health evaluation at the main study content. Many students lack the
all was 63.73%. In the meanwhile, from the ability to deal with emergency and real problems
perspective of the frequency of assessment, only flexibly. [25]
1.96% schools can insist on monthly assessment,
the proportion of every-semester or yearly The proportion of mental health teachers in
assessment is also low. Heilongjiang Province was without training was
39.22%, and that of general teachers was 50%.
The construction of database concerning special Most teachers learn relative knowledge by
students which could be significantly beneficial for themselves, and there is few or even no relative
special teaching is still terrible. The database training. [22]
system including data of different types of special
students, students from different regions,
5. CONCLUSION
apartments and different aspects of one student
could make contributions to special teachers’ Special children have various mental health and
communication, comprehension for students’ personality development issues such as low-esteem,
situation and offering effective pointed help to depression, anxiety with gender and age
special students. differences, and their mental issues are even more
severe when they are forced to learn with normal
children but not in special schools. The current

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supportive system concerning mental health for [4] Zhang Ran., Ye Chao. (2017). The Influence
special children is terrible such as the lack of of Emotional Labor on the Mental Health of
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AUTHORS' CONTRIBUTIONS
(2004). A Mental Health Research on
This paper is independently completed by Children with Mild Mental Retardation.
Zhiwei Lin. Psychological Science, 27(4): 824-827.
[9] Rong Shihong. (2019). Analysis and education
ACKNOWLEDGMENTS of the mental health status of chilldren in
First and foremost, I would like to show my special education schools. Education: Study of
deepest gratitude to my teachers and professors in Comprehensive Education (I), 2019(13), 13-
my university, who have provided me with valuable 14.
guidance in every stage of the writing of this thesis. [10] Chen Yafeng., Pan Tongbin., Liang Zhiming.
Further, I would like to thank all my friends for (2019). Research and analysis of constitution
their encouragement and support. Without all their index and state of mind of some students in a
enlightening instruction and impressive kindness, I special education school in jiangsu province.
could not have completed my thesis. Contemporary Sports Technology, 9(31), 123-
136.
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