共查询到19条相似文献，搜索用时 140 毫秒
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李静 《北京教育学院学报》2017,31(1):34-38
采用《学前残疾儿童父母亲职压力反应问卷》、《学前残疾儿童父母亲职压力源问卷》对北京市152名学前残疾儿童家长、152名学前普通儿童家长进行测评。研究结果表明,学前残疾儿童父母亲职压力反应处于较高水平并显著高于学前普通儿童父母(t=17.348,P<0.001);学前残疾儿童父母亲职压力水平在性别、户籍地和户籍性质、儿童残疾类型因素上存在显著差异;亲职压力源中儿童问题(β=0.215,P<0.001)、父母特质(β=0.479,P<0.001)、和家庭情境(β=0.148,P<0.05)能够显著预测亲职反应压力的变异,解释率为45.9%。 相似文献
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Writing samples of children in grades one through three were collected in two midwestern elementary schools using the Picture
Story Language Test. Each story was scored for productivity, syntax, and level of abstraction. Results indicated that performance
in all aspects of written language improved with age.
A second study was conducted to compare the writing of normal children who were average readers in grades one through three
with learning disabled children who were reading at comparable levels. The results indicated no significant differences in
productivity but there were differences in syntax. Problems were noted particularly in morphology. Further observations indicated
the learning disabled poor readers also had more problems with handwriting and spelling than average readers. 相似文献
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Janna M. Gottwald Laura-Ashleigh Bird Samantha Keenaghan Clare Diamond Eliana Zampieri Haleema Tosodduk Andrew J. Bremner Dorothy Cowie 《Child development》2021,92(1):351-366
Adults’ body representation is constrained by multisensory information and knowledge of the body such as its possible postures. This study (N = 180) tested for similar constraints in children. Using the rubber hand illusion with adults and 6- to 7-year olds, we measured proprioceptive drift (an index of hand localization) and ratings of felt hand ownership. The fake hand was either congruent or incongruent with the participant’s own. Across ages, congruency of posture and visual–tactile congruency yielded greater drift toward the fake hand. Ownership ratings were higher with congruent visual–tactile information, but unaffected by posture. Posture constrains body representation similarly in children and adults, suggesting that children have sensitive, robust mechanisms for maintaining a sense of bodily self. 相似文献
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柳树森 《襄樊职业技术学院学报》2002,1(4):59-62
对在普通师范院校开设特殊教育课程的必然性与可行性、途径、方法和模式尤其是课程建设的研究成果进行了系统归纳和提炼，旨在为教育决策提供依据。 相似文献
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Peter Mittler 《International Journal of Disability, Development & Education》1992,39(2):115-126
The needs of children in general and of children with disabilities in particular are not a high priority in most countries of the world. The United Nations estimates that there are 140 million disabled children in the world, 127 million of whom live in developing countries. One hundred million children are still without basic education, two thirds of them are girls; one in four adults is illiterate, two thirds of whom are women. In most of Asia and Africa, only about 1% of children with disabilities attend any form of school. Nevertheless there is progress to report. Some 80% of the world's children have been immunised for major disabling illnesses. But half of the 35 million children who die and the 35 million who become disabled each year could be prevented by the use of knowledge which is already available. There is also progress to report in early intervention, in community based rehabilitation and in partnership with families and communities. Responsibility for the education of disabled children is being assumed by ministries of education, most of whom are committed to the principle of education in ordinary schools. The UN and international agencies are stimulating and supporting innovation. More attention is being given to development and training of personnel. 相似文献
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Sue Cranmer 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(2):315-330
This paper takes an interdisciplinary approach combining digital education with disability theory to investigate disabled children's digital use practices for formal learning. Evidence suggests that children's lives have been transformed through engagement with digital technologies, eg, computers, laptops and mobile devices. Even so, empirical studies about disabled children's uses of technology remain limited, particularly studies that engage with disabled children's own views in context. In response, an exploratory, participatory research study was designed to gain up-to-date insights into how visually impaired children, as an illustrative case, experienced digital technologies for learning within the context of inclusive education policy. Disabled children and teachers were interviewed in mainstream schools in England; results were analysed using social practice theory to identify digital use practices characterised as digital learning and digital accessibility practices alongside children's experiences. Outcomes were mixed. Youngsters saw benefits to using digital technologies, particularly tablets, for learning. Nevertheless, digital accessibility practices were potentially stigmatising and carried an extra task load to overcome barriers that occurred when teachers had not developed inclusive digital pedagogy. The paper discusses the implications of these findings and calls for further research to guide schools to use digital technologies to support inclusion. 相似文献
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为了解北京市0~6岁残疾儿童家长教育需求的状况及其影响因素,本文采用问卷调查法对313名北京籍智力残疾、听力残疾、肢体残疾、精神残疾、多重残疾共5类残疾儿童家长进行问卷调查。结果发现:北京市0~6岁残疾儿童家长教育需求广泛而迫切,在各维度都呈现出高需求。其中,残疾儿童家长对法律政策需求、专业指导与专业合作需求显著高于其他教育需求。填表人身份、家长文化程度、家庭收入、儿童残疾程度和接受康复训练情况对家长教育需求有显著影响。建议尽快建立残疾儿童家庭服务支持体系,多形式、多渠道满足0~6岁残疾儿童家庭的需求,开展有效家长教育服务。 相似文献
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《British Journal of Special Education》1979,6(3):15-16
Visually handicapped children are found in many ordinary schools as well as special schools. Elizabeth K. Chapman, tutor, courses for teachers of visually handicapped children, Birmingham University, advises on how they can be helped 相似文献