“一体化”之外──介绍台湾重度智能障碍儿童教育措施与课程内容

对于重度智力障碍的特殊儿童所显现的问题，无论是生理上的，还是心理上的都会严重阻障他们的学习和生活。本文就台湾重度智能障碍儿童的教育措施与课程内容，提出几项重要的、能够运作的模式和原则。     

IF THE MODEL FITS ‐‐ AN ANALYSIS OF THE STRUCTURE OF THE REVISED ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITIES FOR MODERATELY MENTALLY RETARDED CHILDREN∗

A factorial study of the revised Illinois Test of Psycholinguistic Abilities was carried out with 98 moderately mentally retarded school children to determine the domain mapped by the subtests and whether these fit the theoretical psycholinguistic model of channels, processes and levels of communication. Raw scores from the 10 subtests together with Binet IQ were subjected to three methods of analysis: the alpha factor analysis, image analysis and principal component analysis to obtain “method independent” and more meaningful results. Factor loadings from the alpha factor and image analyses were tested for congruence by the Schonemann method and a factor “reliability” study was carried out with separate principal component analyses on two random subsamples of 49 children each. Results support the channel separation postulated by the theoretical model. Implications for language programming for the moderately mentally retarded are discussed. The need for a taxonomic study of psycholinguistic abilities of retarded and non‐retarded children within the framework of current views of developmental psycholinguistics is stressed.

     

PROGRAM DEVELOPMENT STRATEGIES IN GERIATRIC EDUCATION: IMPLICATIONS FOR FACULTY

The demographic imperative for geriatric training and care is well documented and comes as no surprise to health care professionals working in the field (see National Institutes of Health, 1987). The dramatic increase in the numbers of elderly, particularly those age 75 and older, suggests that geriatric health care will grow in importance throughout the next decade. This article briefly examines strategies for geriatric education that may have relevance for attempts to formalize and institutionalize geriatric content in academic institutions, and suggests strategies for implementation.

The domains of geriatrics and gerontology have continued to overlap as models of training and health care delivery have evolved. Distinctions between these two perspectives remain important, particularly as they pertain to the emphasis on training related to normal versus pathological aging. For purposes of simplicity, the term geriatric is used in a broad context that includes gerontological education as well. The reality of our educational experiences suggests that a balance between normal and pathological aging content in our curriculum is one of the first crucial variables that needs to be addressed.