随着融合教育的推行，越多越多的视障学生进入普通学校就读，然而，因学业成绩、人际关系等多种原因导致其“回流”现象层出不穷，出现学校适应不良等问题，学校适应不良不仅意味着学业成绩的下降，危及视障学生的身心健康，更有甚者会留下一生的烙印。针对这一问题，研究者们也在积极的探索其状况和原因，虽然尚未形成统一的定论，但多从内部原因和外部原因的影响因素出发，试图去说明视障学生的学校适应。本研究选取在北京某盲校有着六年多的就读经历，在初一上学期转学到西部某自治旗的一所县级中学学习的一名视障生。在盲校学习期间，个案曾获得市区级三好学生、全国琵琶类大赛的金奖，回到普校后受到央视音乐频道跟踪报道，在普校取得了各项荣誉，然而看似光鲜的背后有着坎坷的学校适应经历。因此，本研究用叙事研究的方法呈现其学校适应的经历，从生态系统理论的角度出发，从不同层次的生态系统进行分析，以期探索视障学生学校适应的特征及其影响因素。研究结论如下：

      第一，琪琪的学校适应在学业适应、人际交往方面经历了困扰重重到寻求方法的过程，在学校参与方面为总体向好，在情绪情感方面的未入佳境，个体与生态系统的互动制约着个体的学校适应的发展。

      第二，特殊课程类的学习，发展了琪琪的社会技能和学业技能，为琪琪的学校适应起到了一定的辅助作用。 

      第三，家庭是学校适应中的推动力量，家庭的社会经济地位为个体的学校适应提供了物质保障和资源支持，家长的教育观念促发了家长的教育行动。

      第四，学校是学校适应的强大支撑，学校中的校长的道德领导力以及同伴交往、教师态度，都成为影响个体学校适应的重要因素。

      第五，个体的调整与适应是学校适应的动力源泉，个体的主观能动性是进行学校适应的内在动力，个体与学校、家庭共同形成一个相互促进的循环体。

      在此基础上，研究提出了视障学生进行学校适应的建议，以其为视障学生的学校适应提供参考。

      With the implementation of the fusion of inclusive education, the more the more visually impaired students into ordinary schools, however, because of academic performance, interpersonal relationship and so on a variety of reasons lead to the "return" phenomenon emerge in endlessly, such as school maladjustment problems, school maladjustment means that the decline in academic performance, not only endanger the visually impaired students' physical and mental health, have more very person will leave life. In view of this problem, researchers are also actively exploring its situation and causes. Although a unified conclusion has not been reached yet, they mostly try to explain the school adaptation of visually impaired students from the perspective of internal and external factors. This study selected a visually impaired student who had more than six years of experience in a school for the blind in Beijing and transferred to a county high school in an autonomous banner in the west of China in the first semester of the first year of junior high school. During the period of studying in the school for the blind, the case once won the "Merit Student of Urban Level" and the gold medal of the National Pipa Competition. After returning to the general school, the case was reported by the CCTV music channel and won various honors in the general school. However, behind the seemingly bright, there was a rough experience of adapting to the school. Therefore, this study presents the experience of school adaptation with the method of narrative research. From the perspective of ecosystem theory, this study analyzes the ecosystem at different levels, in order to explore the characteristics and influencing factors of school adaptation of visually impaired students. The conclusions are as follows:

      School adjustment of the first, In terms of school adaptation and interpersonal communication, Qiqi experienced a process from perplexing to seeking for methods. In terms of school participation, the development of individual school adaptation was generally improved, and in terms of emotion and emotion, the interaction between the individual and the ecosystem restricted the development of individual school adaptation.

      Second, the study of special courses developed Qi's social skills and academic skills, which played a certain auxiliary role for her school adaptation.

      Thirdly, family is the driving force in school adaptation. The social and economic status of family provides material guarantee and resource support for individual school adaptation, and parents' educational concepts promote parents' educational actions.

      Fourth, school is a strong support for school adaptation. The moral leadership of school principals, peer communication and teachers' attitudes have become important factors affecting individual school adaptation.

      Fifth, individual adjustment and adaptation are the power source of school adaptation, individual's subjective initiative is the inner power of school adaptation, and individual, school and family form a mutually promoting cycle together.

On this basis, the research puts forward some suggestions for the students visual impairment to adapt to school, which can provide reference for the students visual impairment to adapt to school.