《中国康复理论与实践》

《中国康复理论与实践》 ›› 2004, Vol. 10 ›› Issue (09): 549-550.

• 临床研究 • 上一篇    下一篇

30名学习困难儿童教育干预效果观察

苏萍1; 邓海波1; 苏义梅1; 邓玉萍1   

  1. 1.玉林市第一人民医院 广西玉林市 537000;2.玉林市维伯英才小学 广西玉林市 537000
  • 收稿日期:2004-01-17 出版日期:2004-09-25 发布日期:2004-09-25

Individualized education for 30 children with learning disability

SU Ping, DENG Hai-bo, SU Yi-mei, et al   

  1. Yulin First People’s Hospital, Guangxi 537000,China
  • Received:2004-01-17 Published:2004-09-25 Online:2004-09-25

PDF (PC)

被引次数

16

摘要： 目的探讨对学习困难儿童进行教育干预的方法及效果。方法选择玉林市某寄宿小学2—4年级7—10岁学习困难儿童30名,采用个体化教育方式,内容包括感觉统合、精细运动、生活技能、认知能力训练和行为、游戏、音乐疗法,父母教育,为期15年。干预前后测定儿童的感觉统合评定量表和学习成绩,并与正常儿童比较。结果学习困难儿童在感觉统合和学习成绩方面基本达到正常儿童水平。结论对学习困难儿童进行教育干预,是激发学习障碍儿童生理和心理潜能的一种有效途径。

关键词: 学习困难, 教育, 康复

Abstract: ObjectiveTo study the method and effect of individualized education on children with learning disability (LD).Methods30 children during 7-10 year old in a local boarding elementary school were chosen and guided individually as the following: sensory integration dysfunction drill, subtle motion drill, life skills drill, cognitive capability drill, behavior therapy, game therapy, music therapy and parents education. One and a half year later, the index of Sensory Integration Rating Scales and study marks were determined and compared with that of the normal children.ResultsThere is not significant difference between the LD children and the normal ones in the sensory integration of behavior and the learning achievement.ConclusionIndividualized education is a valid approach improving the potentiality of the LD children\'s physiology and psychology.

Key words: learning disability, individualized education, rehabilitation