在面对多动症、抑郁症、自闭症学生的时候,常规的教育手段往往派不上用场,也给班主任工作带来一个新的课题:怎样让这些特殊的孩子尽快地融入到班集体中,让他们体会到自己在集体中存在的价值,感受到参与和融入集体的快乐?就此,我想谈谈自己的一些不成熟的观点。一、鼓励“特殊学生”参与班级管理特殊的学生往往自尊心特别强,对别人的语言、表情、特意的动作都相当在意。为了提高孩子们的自主管理意识,有位同事在班级设立了“自主管理岗位”制度,可是,一开始他就犯了 In the face of ADHD students, depression, and autism students, conventional education often fails to work, and it also brings a new task to the class teacher: how to make these special children integrate into the class as soon as possible, Let them feel the value of their existence in the collective, feel the joy of participation and integration into the collective? In this regard, I would like to talk about some of my own immature opinions. First, to encourage “special student ” to participate in class management Special students are often very self-esteem, other people’s language, facial expressions, deliberate movements are quite concerned. In order to raise children’s self-management awareness, a colleague set up a system of “self-management positions” in classes, but from the very beginning he committed