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1.
上海市成年智障人士性教育状况调查报告 总被引：1，自引：0，他引：1
通过对上海市124名阳光之家工作人员,27名成年智障人士及其家长进行问卷调查和个别访谈,了解目前上海市阳光之家成年智障人士性教育状况,结果发现:成年智障人士存在较强烈的性教育需求;家长和工作人员对性教育在认识上持肯定态度,但在实际教学中仍有所回避;目前机构中,教学材料缺乏、工作人员教学能力不足是性教育教学难以开展的主要原因.因此,在社区安置机构中开展成年智障人士性教育教学工作依旧任重而道远. 相似文献
2.
本文系统介绍了台湾地区智障人士安置的基本概况、法规政策、生活安置模式、就业安置模式等四方面的情况。希望借鉴台湾地区的经验和方法,对大陆成年智障人士的社会融合工作有所启示和帮助。 相似文献
3.
论特奥运动对智障人士社会融合的促进作用 总被引：2，自引：0，他引：2
文章对特奥运动宗旨及其所设项目进行深入分析,指出特奥运动在促进智障人士身心健康的同时,还发挥着促进智障人士社会融合的社会性功能;智障人士的社会融合是构建和谐社会的重要组成部分,体现着社会进步和人文关怀. 相似文献
4.
成年智障人士社区康复实践探索 总被引：2，自引：0，他引：2
本文基于实践,总结了成年智障康复训练指导中心在促进成年智障人士社区康复过程中取得的一些经验.文章指出,在成年智障人士社区康复中,要加强多方合作,采用多种形式,并要加强对社区训练员和家长的康复指导. 相似文献
5.
成年智障人士康复训练服务的思考与实践 总被引：6，自引：2，他引：6
成年智障人士是一个特殊的弱势群体。充分认识对成年智障人士康复训练服务工作意义十分重要。本文介绍了北京市成年智障人士康复训练服务背景,成年智障人士康复训练服务概念、工作思路、基本工作方法及主要服务模式。展望了成年智障人士康复训练服务发展趋势与实施可能性分析并提出建议做出试点工作,总结以往经验,进一步推动关注理解,支持成年智障人士康复训练服务工作等。 相似文献
6.
上海市"阳光之家"智障人士生活质量调查 总被引：1，自引：0，他引：1
目的:调查上海市成年智障人士进入阳光之家后生活质量的变化.方法:采用Cummins(1997)编制的<生活质量综合量表-智力/认知障碍第5版>(ComQol-I5量表),结合访谈,从物质、健康、成就、人际关系、安全感、社区参与、情感等方面对阳光之家的40名全日制智障人士的生活质量进行了调查,然后将此样本的结果与澳大利亚居家生活的成年智障人士样本(对照组)进行比较.结果:阳光之家智障人士在ComQol-I5的七个方面的客观评价和满意度评价得分均高于理论均分;除了社区参与以外,其它六个方面的重要性和"重要性×满意度"加权评价得分高于理论均分;除了社区参与,阳光之家的成年智障人士在生活质量的许多方面得分显著高于居家生活的成年智障人士.结论:阳光之家对智障人士生活质量改善有积极作用,但有必要进一步促进智障人士参与社区生活. 相似文献
7.
以社会模式的残疾观推进智障人士的社会融合 总被引：6，自引：0，他引：6
残疾观正在发生从医疗模式向社会模式的转变。社会模式的残疾观强调残疾问题是人权问题,也是社会和发展问题,主张以权利和支持作为处理残疾问题的方法。这一模式对智力障碍的认识更加客观,对智障人士的态度更为积极,关注权利、接纳、潜能和融合,可以作为智障人士社会融合的理论选择。智障人士社会融合的推进策略包括以宣传与沟通消除不健康的社会态度,以权利为本作为立法依据,以社会支持增强智障人士融入社会的能力等。 相似文献
8.
王静 《中国校外教育(理论)》2010,(6):18-18
本文通过对西安市智障群体的生存状况分析,对促进智障人士的教育公平、提高智障人士的社会接纳度、建立社会支持网络和智障人士的社会融合几个方面做出了一些思考。 相似文献
9.
美国智障人士社会融合研究 总被引：1，自引：0，他引：1
文章系统地介绍了美国智障人士安置的历史发展过程与现状,介绍了与智障人士融合安置有关的法规政策,呈现了智障人士安置由隔离逐渐走向融合的过程。同时,分别以生活安置和就业安置为线索,阐述了智障人士安置的基本模式,并着重介绍了支持性就业的发展及所面临的问题。 相似文献
10.
兰伊春 《青海师范大学学报(哲学社会科学版)》2014,(1):31-34
作为残疾人中的弱势群体的智障人士,需要家庭和社会的照顾与支持,作为社会成员,他们同样也需要融入社会和参与社会。本文以青海省H智障人士服务机构为例,拟对智障人士社区化服务模式的困境作一初步探讨,以期有利于当前智障人士社区化服务的进一步开展。 相似文献
11.
江西省75例孤独症儿童的现状调查 总被引：1，自引：1，他引：1
本研究对75例江西籍孤独症儿童进行调查,分析其在基本信息与家庭情况、求医诊断、治疗康复、生活学习等方面的现状,调查结果表明:(1)本次调查的孤独症儿童城镇比例大、男童远多于女童,父母职业较稳定,文化程度相对较高,家庭收入情况多数不佳。(2)孤独症儿童家长自身建设待加强,康复训练的及时性与持续性不足。(3)教育系统配套措施与满足孤独症儿童入学需求尚存差距。(4)社会支持系统对孤独症问题介入不足。对此提出普及孤独症及相关发育障碍知识、提高家长自身素质、将孤独症教育落到实处、为成年孤独症人士建立社区精神康复机构、构建完善的社会支持系统等建议。 相似文献
12.
随着社会的发展，当代父母日益重视家庭的子女教育功能。但是，并非每一位父母在教育子女上都达到理想的效果。重要原因是家庭教育走入了“重智轻德”的误区。家庭教育中“重智轻德”现象的消极后果不容忽视。因此家庭教育应坚持德智并重的原则。 相似文献
13.
Post-secondary education (PSE) is an important option in the educational and employment paths of students with intellectual disabilities (ID). However, PSE for young adults with ID is not in wide use across the world. Different issues might affect the geographical spread of PSE programmes. Some of these are related to the attitudes, expectations and/or funding for those programmes. In this systematic review, the PSE experiences of different stakeholder groups (young adults with ID, their parents, PSE staff and students without a disability) were examined by reviewing findings across 22 studies that investigated PSE for students with ID. This examination encompassed attitudes and motivation to engage with PSE, as well as stakeholders’ perceived barriers and facilitators in accessing and remaining in the three PSE models (separate, inclusive and mixed). Students with ID and their parents were the stakeholder groups least represented in the available evidence. Findings suggested that most stakeholder groups reported positive experiences of PSE derived mostly from gains in social skills and independence. Several barriers to accessing PSE were reported by each group, namely physical and academic barriers by students with ID, an understanding of the PSE system by their parents, and the lack of training by PSE staff. Evidence from the present review seems to indicate that inclusive PSE models were associated with a more positive experience across stakeholder groups. 相似文献
14.
Donna Cross Leanne Lester Natasha Pearce Amy Barnes Shelley Beatty 《The Journal of educational research》2018,111(3):255-267
Parents can significantly affect children's peer relationships, including their involvement in bullying. The authors developed and evaluated ways to enhance parents’ knowledge, self-efficacy, attitudes, and skills related to parent–child communication about bullying. The 3-year Friendly Schools Friendly Families whole-school intervention included a family component, which provided training and resources to support school teams to engage families in awareness-raising and skill-building activities. Over 3,200 parents of the Grade 2, 4, and 6 cohorts were recruited. For the Grade 2 and 4 cohorts at both 10 and 22 months postintervention, the family component increased parents’ self-efficacy to talk about bullying with their children and their frequency of doing so. Grade 4 parents reported more provictim attitudes at 22 months. No differences were found for the Grade 6 cohort. These data suggest a whole-school capacity-building intervention in early and middle childhood can improve the likelihood and frequency of positive parent–child communication about bullying. 相似文献
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16.
Social networks enable people with intellectual disabilities (ID) to participate actively in society and to promote their self-determination. However, concerns have been raised regarding the potential limitations of people with ID to deal with untrustworthy information sources on the Internet. In an experiment, we assessed how adult students with ID evaluated recommendations in Internet forums authored by either self-reported experts or by users under pseudonyms who supported their claim either with documentary sources or their personal experience. We compared the performances of students with ID to that of students of similar ages but higher educational levels (chronological age-matched control group) and to younger students with similar verbal mental age (verbal mental age-matched control group). Participants were asked to evaluate to what extent a fictitious user should follow particular recommendations given in a forum and to justify their evaluations by writing a message to the fictitious user. Students with ID, as opposed to the two control groups, recommended the forum advice to a higher extent regardless of authorship and evidence used, and they included in their messages to the fictitious user a higher number of opinions and information sources not present in the forum without linking them to the actual discussion. The pattern of results suggested that students with ID have a limited ability to evaluate recommendations in forums and that they do not necessarily present a delay in the development of these abilities, but rather an atypical development. Finally, we discussed the potential implications for teaching digital literacy to students with ID. 相似文献
17.
Shui-fong Lam Kamfung Chow-Yeung Bernard P.H. Wong Kwok Kiu Lau Shuk In Tse 《Contemporary educational psychology》2013
A paired reading program was implemented for 195 Hong Kong preschoolers (mean age = 4.7 years) and their parents from families with a wide range of family income. The preschoolers were randomly assigned to experimental or waitlist control groups. The parents in the experimental group received 12 sessions of school-based training on paired reading in 7 weeks. They were required to do paired reading with their children for at least four times in each of these 7 weeks. At the end of the program, the preschoolers in the experimental group had better performance in word recognition and reading fluency than their counterparts in the control group. They were also reported as more competent and motivated in reading by their parents. More importantly, the program had many favorable effects on parents. Parents in the experimental group had higher self-efficacy in helping their children to be better readers and learners. They also reported that they had better relationships with their children. Their changes in relationships and self-efficacy were found to mediate the program impact on some of the child outcomes. However, family income did not moderate the effectiveness of the program. Families with high and low income both benefited from the program alike. 相似文献
18.
Albert Chang M.D. 《Early Childhood Education Journal》1979,6(4):14-17
Conclusion Because so many infants and young children are cared for in family day care homes, these can play a very important role in
the promotion of children's health. Parents and family day care home caregivers should work closely to provide adequate child
health supervision, emergency care, nutrition education, mental health services, and sick care services. Further documentation
of the health-service needs in this area would be useful in indicating where in-service training and health education for
parents and caregivers should be concentrated. Health professionals from both private and public agencies should begin to
direct their efforts on behalf of the many children who are cared for in family day care homes and to utilize these as resources
for health promotion and disease prevention. 相似文献
19.
According to the increasing rates of unemployment and poverty a significant share of the European population can be considered at-risk-of-social exclusion. In order to combat social exclusion adult education seemed to be a possible tool, which can increase social inclusion among adult learners. This study explores factors relating to training programs considered as adult and continuing education which enhance social inclusion for vulnerable adults and their life environment. The results indicate that after following the training programs as part of continuing learning, the participants show a significant increase in activation and internalisation as well as participation and connection (as processes of social inclusion). Moreover, non-parametric correlation analysis and logistical regression analysis shows that the training design feature transfer possibilities is significantly related to the increase of almost all social inclusion variables. Besides this direct surroundings and learning contents and activities only significantly relates to the increase of social inclusion variables of activation and internalisation and care to the social inclusion variables of participation and connection. 相似文献
20.
荷兰开展的成人教育促进弱势群体社会融合成效评估,通过搭建理论框架、建构评估指标体系、编制评估量表等一系列活动,首创成人教育促进弱势群体社会融合成效评估工具——SIT工具,实现了成人教育与弱势群体社会融合的有力对接。荷兰的SIT工具为我国建构成人教育促进弱势群体社会融合成效评估体系提供了参考范式和思维框架。 相似文献