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重庆市盲校与聋校师资情况调查 总被引：3，自引：3，他引：0
发展特殊教育,师资问题是一个至关重要的问题。本文通过自制的问卷,对重庆市盲校与聋校师资进行了抽样调查。结果表明,重庆市盲校与聋校师资队伍整体素质较好,教师队伍基本稳定,但在业务进修、教师结构、教师身体状况、经济待遇、住房条件等方面仍有一些不容忽视的问题。本文旨在通过调查与分析,为政府、教育等部门发展特殊教育提供参考和决策依据 相似文献
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<正>盲校多重残疾儿童,是以视力障碍为主要特征,同时兼有智力障碍、情绪障碍、自闭症、学习困难等其他问题行为的儿童。在盲校的多重残疾儿童教育班中,很多孩子除了视力障碍外,语言的表达能力也存有很大的困难。例如有的多重残疾盲童与人交流时喜 相似文献
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“社交故事疗法”起源于20世纪90年代初,美国的教育学者Caro Gray首次应用于自闭症儿童的干预。该方法以心理学为主要理论依据,以儿童真实生活情景为背景,以社会性行为为基础,用儿童的语言和视角编写故事。通过学习故事,儿童可以获取社交线索,习得社交行为,发展社会能力。在盲校中发现视障儿童越来越多异常行为出现,其中以语言社交障碍为主要特点。 相似文献
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盲校多重残疾儿童,是以视力障碍为主要特征,同时兼有智力障碍、情绪障碍、多动症、学习困难等其他问题行为的儿童.在多重班中,多数孩子除了视力障碍外,语言表达能力也存在很大困难. 相似文献
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《现代特殊教育》2007,(3):4-8
根据基础教育课程改革和特殊教育事业发展的需要，教育部最近颁发了《盲校义务教育课程设置实验方案》、《聋校义务教育课程设置实验方案》和《培智学校义务教育课程设置实验方案》。2007年2月2日《教育部关于印发〈盲校义务教育课程设置实验方案〉、〈聋校义务教育课程设置实验方案〉和〈培智学校义务教育课程设置实验方案〉的通知》（教基[2007]1号）要求，各盲、聋、培智学校应根据新课程设置实验方案，改进教育教学工作。
为了帮助广大特殊教育工作者学习《盲校义务教育课程设置实验方案》、《聋校义务教育课程设置实验方案》和《培智学校义务教育课程设置实验方案》，进一步领会特殊教育学校新的课程设置精神，本刊全文刊发《盲校义务教育课程设置实验方案》、《聋校义务教育课程设置实验方案》和《培智学校义务教育课程设置实验方案》，并从下期起特邀有关专家分专题系列解读聋校、盲校、培智学校义务教育课程设置实验方案．同时选刊特殊教育工作者学习和实施新课程设置实验方案的心得体会，敬请关注，[编者按] 相似文献
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在盲校小学数学学习中,视障儿童常常存在数学概念认识不透彻、数学规则理解不充分、数学技能应用不会变通等问题,特别需要适用的教具帮助他们掌握数学基本知识与基本技能。鉴于视障儿童难以借助常用的视觉性教具开展数学学习活动,盲校可以基于通用设计理念,从视障儿童运动觉与触觉等最优通道出发,开发和研制盲校小学数学配套教具,为包含视障儿童在内的学龄儿童提供适合的数学学习辅助与支持。 相似文献
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长期以来，盲校教师队伍流动性极小。几乎处于停滞不动状态；新教师引进数量有限，其特教专业知识相对匮乏；而盲校在当地独此一家。全省范围内也往往只有几家，且多数为盲、聋、培智教育合校。这些因素造成了盲校信息渠道阻塞封闭，经常性的交流与合作相对较少。如此等等，使盲校许多教师思想观念陈旧，教育教学思路单一，教学方法、手段缺乏活力。 相似文献
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问题儿童指具有严重违反相应年龄的社会规范的异常行为的儿童,这是一种心理疾病的表现,在一般儿童少年期的人群中其患 相似文献
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本文根据盲、聋童的行为特征和当今素质教育的要求 ,从理论上论述了非弱智儿童也需要行为矫正的帮助 ;同时对部分盲、聋校小学部教师和南京特师非弱智教育专业应届毕业生的调查结果反映 ,我国特师在非弱智教育专业开设“行为矫正”课程已是势在必行。 相似文献
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Michelle A. Butler Andrew D. Katayama Casey Schindling Katherine Dials 《The Journal of educational research》2018,111(3):352-362
Although testing accommodations for standardized assessments are available for students with disabilities, interpretation remains challenging. The authors explored resilience to see if it could contribute to the interpretation of academic success for students who are deaf or hard of hearing or blind or have low vision. High school students (30 deaf, 11 blind) responded to the Resiliency Scales and a school-specific resilience survey. Student ratings were within 1 SD of those who were not deaf or blind; resilience was positively correlated with academic success (grade point average). Resilience information may contribute to the interpretation of academic success in students who are deaf or blind and may provide insight into potential interventions. This is the first time students who are deaf or blind have been assessed on a published measure of resilience. Results defy stereotypes and affirm that individuals who are deaf or hard of hearing or blind or have low vision have more in common with the hearing and seeing world than is often recognized. 相似文献
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聋生、盲生SCL-90测试结果的研究 总被引：19，自引：6，他引：13
采用ＳＣＬ－９０临床症状自评量表,对随机抽取的江苏、浙江、山东的１８４名聋生、盲生进行测试,结果表明,聋生心理健康总体水平低于国内常模;聋生、盲生相比,焦虑、敌意、偏执、精神病性等因子及阳性项目数方面无差异,部分因子比较,呈现较显著性差异,盲生除躯体化、精神病性两项均分低于聋生,其余因子均分都高于聋生;城乡聋生在抑郁、敌意两因子比较上无差异,后者的均分显著高于前者;聋男女生相比,抑郁、焦虑、恐怖三因子方面无差异,前者均分显著高于后者 相似文献
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近年来 ,随着教育观念的更新和教育理论的拓展 ,科学的性教育在青少年成长过程中的重要性逐渐引起社会各界的重视 ,针对青少年特点开展的性教育研究逐渐增加 ,但是盲聋儿童的性教育仍然处于空白阶段。本文试图从心理、生理等基础研究着手 ,探讨加强盲聋儿童性教育的思路、方法和手段。 相似文献
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Deaf individuals typically experience English language difficulties at all levels of linguistic knowledge. Hearing individuals with English language learning disabilities (LD) can exhibit the same kinds of English language difficulties as deaf individuals. Although the existence of deaf individuals who also have LD has long been recognized, no definite criteria for identifying them exist, partly because of the confounding effects of deafness and LD on English language development. Despite the confound, previous surveys suggest that teachers believe atypical English-language behavior is a potential diagnostic marker for LD in deaf individuals. In the present study, a survey solicited the intuitions of experienced teachers and tutors of English to deaf college students regarding the degree of difficulty deaf students with and without LD might be expected to have in dealing with 30 specific English language phenomena. Spelling knowledge and a variety of English discourse, lexical syntactic, and morphological phenomena emerged as candidates for further study as potential markers of LD in the deaf population. 相似文献
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Dammeyer J 《Journal of deaf studies and deaf education》2009,14(2):278-288
There has been much research conducted demonstrating the positive benefits of cochlear implantation (CI) in children who are deaf. Research on CI in children who are both deaf and blind, however, is lacking. The purpose of this article is to present a study of five congenitally deafblind children who received cochlear implants between 2.2 and 4.2 years of age. Ratings of video observations were used to measure the children's early communication development with and without the use of their cochlear implants. In addition, parental interviews were used to assess the benefits parents perceived regarding their children's cochlear implants. Two examples are included in this article to illustrate the parents' perspectives about CI in their deafblind children. Benefits of CI in this cohort of children included improved attention and emotional response as well as greater use of objects in interaction with adults. The best overall outcome of CI is not spoken language but better communication. 相似文献
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《British Journal of Special Education》1989,16(4):163-163
Although the House of Commons went into recess at the end of July and Parliament has not reconvened at the time of writing in early October, the last two weeks before the summer recess brought several questions and allusions to special educational provision, on issues ranging from the National Curriculum to services for children who are deaf/blind. 相似文献