智障儿童的教育策略

智障儿童,是指在胚胎期或者出生后由于各种原因造成智力落后或发展水平低下的儿童。智障儿童是由各种原因引起的脑发育障碍,而以智能低下为其主要特征。本文主要从智障儿童的特点出发,围绕智障儿童的发展特点,就如何教育智障儿童、如何在课堂教学中开展智障儿童的教学教育这两个方面展开讨论。     

智障儿童的劳动技能教育

劳动能力的培养对于智障儿童有效融入社会非常重要和关键。智障儿童接受的以适应生活为中心的劳动技能教育,对其思想品德的形成和智力发展起着重要作用。对智障儿童进行劳动技能教育,可以使他们自理自立、自信自强,更好地适应家庭和社会,并终生受益。     

谈中度智障儿童的生活化教育

中重度智障学生除了智力低下外,还伴有多重残疾,学生间个体差异大,行为表现各异。受心理、年龄和智力等多种因素的影响,在学习上存在多种困难和问题。     

智障儿童的生存教育浅探

智障儿童这一特殊群体的生存教育,应该成为培智教育关注的重点。提高特教工作者对生存教育的认识,在教育教学中用爱心不断把生存教育渗透到学生学习、生活之中,做到因材施教,大胆鼓励,并为孩子们提供良好教育环境,使智障孩子能够自理、自立、全面融入社会,促进社会的和谐发展。     

智障儿童的数学教学要生活化

对于智障儿童来说,数学教学的最终目的是在提高他们最基本的社会适应能力上,让他们初步学会解决现实生活中最基本的数学问题．因此,我认为智障儿童的数学教学必须面向现实生活．课堂教学生活化尤为重要．     

浅谈智障儿童的康复教育对策

智障儿童作为一个弱势群体,有很多有别于正常儿童的地方,一直以来他们受到的关注就比较少。目前,我国因遗传疾病、缺碘、近亲结婚、妊期疾病等原因造成的智障儿童约有600万。智障儿童与正常儿童一样,是社会的一份子,有权享用社会资源。只要经过适当的训练和教育,他们也能发挥潜能。教育智障儿童是一个长期的任务,只要老师和家长坚持不懈,采用适当的康复方法训练和教育智障儿童,就可以将他们培养成为对社会有用的人。     

浅议智障儿童的关爱教育

随着素质教育改革试验的深入与完善,有些轻度智力障碍的儿童随同正常儿童进入普通班就读,这就给教师提出了新的课题。本文就是针对这个特殊群体,来谈学校、社会和家庭如何关爱这些智障儿童。     

智障教育工作的信念

特殊教育是伴随着社会的进步而逐渐产生和发展起来的,在这一进程中,尤以人们对智障者态度的改变进行得最为缓慢.     

日本特别支援教育教师资格认证制度的分析与启示

日本的教师资格认证制度自二战后建立以来,经过不断改革和修订,已发展成一套比较成熟和完备的国家职业资格制度体系。特别支援教师认证制度的发展和完善促进了特别支援教师的专业发展及其队伍建设,从而保障了特别支援教育的质量。本文通过对日本特别支援教师认证制度的认证、分类、标准以及更新系统进行梳理和分析,认为教师资格认证制度在法律约束和规范下,具有高标准、综合化和弹性化三大特性,并提出我国特殊教育教师资格认证制度建立和发展的一些启示。     

家校配合让智障儿童在生活中学习数学

智障儿童由于脑部受损,要掌握抽象的数学知识存在一定的困难。而数学是一门基础性的学科,应用十分广泛,人们在日常生活中遇到的许多问题其实就是数学问题。为此,笔者认为要想让智障儿童更好地理解数学、运用数学、热爱数学,则需要家校紧密配合,从生活入手。一方面家长要依托生活情境,把日常生活数学化;另一方面教师要借助生活情景,把课堂数学生活化。     

Children with Intellectual Disabilities and Special School Education in Ghana

Even though Ghana has embraced international calls for mainstream education, many children with intellectual disabilities still receive education in segregated special schools. This article discusses the views of seven informants on the importance of special schools in Ghana. After securing the consent of our informants, we conducted in-depth qualitative interviews, transcribed and subjected the data to thematic analysis. The following views on the education of children with intellectual disabilities in special schools emerged; availability of dedicated teachers, variations in learning activities, playing the preparatory role, inclusion on their premises, discrimination and cultural stereotypes. The findings indicate that special schools still play important roles in the education of children with intellectual disabilities in Ghana.     

Self-Esteem of Greek Mothers of Children with Intellectual Disabilities

The present study assessed the impact that children with intellectual disabilities have on their mothers' self-esteem. It also examined the differences in self-esteem between mothers of children with intellectual disabilities and mothers of non-disabled children. The study sample consisted of 50 mothers of children with intellectual disabilities living in Central Greece and a comparison group of 50 mothers of non-disabled children. Two instruments were used for the data collection: (a) a questionnaire for biographic information and (b) an adaptation of the Culture-Free Self-Esteem Inventory. Results indicated significantly lower self-esteem for the mothers of children with intellectual disabilities. Moreover, the best predictor of maternal self-esteem in the disabled group was the size of the family.     

Best Practices for Interviewing Children with Intellectual Disabilities in Maltreatment Cases

Globally, children with intellectual disabilities are at an increased risk of being victims of maltreatment compared to those without disabilities. Among the children who do disclose the abuse, limitations with communication and working memory can result in their allegation being perceived as not credible. There are several evidence-based interviewing methods available to interviewers for improving the accuracy and amount of detail in children’s testimonies, such as free-recall and cognitive load questioning. In general, these interviewing methods have been developed and tested with typically developing populations, and do not take into consideration the needs of children with intellectual disabilities. Further, there is very little empirical work to guide forensic interviews with intellectually disabled populations, despite there being a great need for such strategies. To address this notable gap in the literature, the current article reviews the contemporary literature on forensic interviewing to identify the best methods for questioning children with intellectual disabilities in maltreatment cases. Adaptations to the commonly used forensic interviewing techniques, including verbal, nonverbal, and repeated questioning strategies, are proposed that address the unique developmental, social, and emotional needs of this population. Furthermore, a series of recommendations are provided to enhance the limited forensic interviewing research with this population.     

培智学校实施交互教学模式的探索与实验

以培智学校24名7年级不同智障程度的学生为研究对象,考察了交互教学在培智学校学生阅读教学中的效果,并进一步探讨交互教学模式对智障儿童的适用性。研究采用两因素完全随机实验设计,进行为期八周的教学实验。结果表明:(1)应用交互教学进行策略学习是有效的,实验组学生在提问和小结策略的使用上与常规教学组有显著差异;(2)交互教学实验组学生在阅读理解成绩和理解监控上显著优于对照组,后者的差异主要体现在轻度学生之间的差异上。     

数学障碍儿童抑制能力的发展性研究

本研究采用数值-大小干扰(magnitude-size Stroop)范式,探讨了不同年级数学障碍儿童和普通儿童抑制能力的差异.结果发现:(1)两组儿童在刺激冲突条件下的反应时显著长于刺激一致条件下的反应时,刺激冲突条件下的正确率显著低于刺激一致条件的正确率;(2)儿童在需要抑制能力参与的刺激冲突条件下的反应时随年级升高呈递减趋势;(3)数学障碍儿童只在需要抑制能力参与的刺激冲突条件下的正确率显著低于普通儿童,而在不需要抑制能力参与的刺激中性条件和刺激一致条件下两组之间没有显著差异.本研究认为,数学障碍儿童抑制能力发展迟缓是数学障碍产生的原因之一.     

多元智能理论对培智学校职业教育工作的启示

培智学校的职业教育是培养智力落后儿童生存能力的教育,目的在于使其掌握必要的从事某种职业或生产劳动所需要的知识与技能,以适应社会。创建和谐社会需要多元人才观。多元智能理论倡导学生的和谐发展,培智学校的职业教育,要尽可能创设适应智力落后儿童优势智能发展的条件,使每个学生都能成人与成才。     

Children and Youth with Intellectual Disabilities: Targets for Sexual Abuse

A disproportionate number of children and youth with an intellectual disability are victims of sexual abuse. This paper examines the characteristics and behaviours which may exacerbate the vulnerability of persons with an intellectual disability toward abusive relationships. Recognition is given to the important roles educators can play in die identification, referral, intervention, and prevention of sexual abuse.     

智力障碍儿童对数字符号辨认与理解的发展研究

本研究对105名智力障碍儿童进行数字符号辨认、实物-符号以及符号-实物测查,考察儿童对数字符号的辨认与理解能力的发展特点。结果表明:智力障碍儿童对数字符号的辨认能力优于理解能力;对数字符号的辨认能力随着学段的升高而逐渐增强;对数字符号的理解能力在中年级迅速发展,到高年级时趋于稳定。     

弱智儿童适应性教育再思考

适应是弱智儿童成长发展的基本形式和趋势。适应力决定了弱智儿童真实生活的水平与质量。本文以新的适应观“适应是弱智儿童与环境双方的改变、调适”为主导 ,论及弱智儿童适应过程、特点。明晰弱智儿童适应性教育诊断 ,适应性养成教育的思路。启发对障碍、对环境建构的理解