《中国康复理论与实践》

《中国康复理论与实践》 ›› 2017, Vol. 23 ›› Issue (2): 136-138.doi: 10.3969/j.issn.1006-9771.2017.02.004

• 专题 ICF在康复中的应用 • 上一篇    下一篇

基于ICF的残疾儿童典型功能障碍与汉字信息加工和输入技能研究

梁兵1, 2, 邱卓英1, 3, 陈迪1, 3, 周媛媛1, 2, 王金元1, 2   

  1. 1.中国智力和发展性残疾分级、评定和康复实验室,河南郑州市 450001;
    2.苏州市工业园区博爱学校,江苏苏州市 215021;
    3. 中国康复研究中心康复信息研究所/世界卫生组织国际分类家族中国合作中心,北京市 100068
  • 收稿日期:2017-02-20 出版日期:2017-02-05 发布日期:2017-03-06
  • 作者简介:梁兵(1950-),女,汉族,安徽六安市人,主任医师、教授,主要研究方向：儿童康复。E-mail: jsboai@163.com。
  • 基金资助:
    1.“十二五”教育科研规划重点课题(No.BCA060016); 2. 中国教育技术协会社科基金“十二五”规划课题重点专项项目(No.BCA110020); 3. “十二五”教育科研规划重点课题(No.01110474A)

ICF Based Analysis of Functioning and Disability, Cognitive Processing, and Input Skill of Chinese Characters for Children with Disabilities

LIANG Bing1, 2, QIU Zhuo-ying1, 3, CHEN Di1, 3, ZHOU Yuan-yuan1, 2, WANG Jin-yuan1, 2   

  1. 1. Chinese Laboratory of Measurement, Classification, Rehabilitation and Sport for People with Intellectual Disability, Zhengzhou, Henan 450001, China;
    2. Bo'ai School, Suzhou Industrial Park, Suzhou, Jiangsu 215021, China;
    3. Research Institute of Rehabilitation Information, China Rehabilitation Research Centre/China Cooperation Center of WHO Family of International Classifications, Beijing 100068, China
  • Received:2017-02-20 Published:2017-02-05 Online:2017-03-06
  • Contact: LIANG Bing. E-mail: jsboai@163.com

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摘要： 目的 比较肢体障碍、孤独症障碍、智力障碍儿童数字信息加工与信息输入操作技能。方法 2008年12月至2016年7月,采用ICF-CY功能检查表对在本校接受综合康复训练的125名7~14岁残疾儿童进行残疾儿童功能评估,分析其功能障碍特点,并参与纵横信息技术课程学习。结果 各类残疾儿童在汉字和数字信息加工与信息输入操作技能学习上存在不少功能障碍。通过个性化和结构化的教学,70%残疾儿童从无法正确输入汉字到掌握一种汉字输入技术。结论 应构建多样性、阶段性、连续性的教育康复策略,进行电脑信息输入训练,可以全面提升基于电脑的数字化学习效果。

关键词: 国际功能、残疾和健康分类(儿童和青少年版), 残疾儿童, 汉字, 信息加工, 汉字输入

Abstract: Objective To compare the comprehension and input skills of Chinese characters among children with physical disability, autistic disorder and intellectual disabilities. Methods From December, 2008 to July, 2016, 125 children with disabilities aged 7-14 years were evaluated with International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY) functional examination list, and then they received comprehension and input skill training of Chinese characters under CKC Input Scheme. Results There was various dysfunction in comprehension and input skills among children with different disabilities. 70% children improved in Chinese characters input after training. Conclusion It is needed to construct a stage-based, individualized and continuous training approach to promote computer-based learning.

Key words: International Classification of Functioning, Disability and Health-Children and Youth Version, children with disabilities, Chinese characters, information processing, input

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