学习障碍儿童的干预训练

Interventional training for learning disorder in children

目的:阐述学习障碍儿童的特点、分类,并介绍具体干预模式和干预训练方法,以期有利于家长、教师进一步了解学习障碍儿童,从而更好的帮助他们。资料来源:应用计算机检索中国期刊全文数据库1994-01/2005-12与学习障碍有关的文章等,检索词:“学习障碍,训练,学习困难”,并限定文章语言种类为中文,同时手工查阅与此相关的书籍若干。资料选择:对资料进行初审,选择与学习障碍、学习困难、学习失能相关的文章,然后筛除与以上要求无明显联系的文章。纳入标准:详细阐述学习障碍,学习不良干预的文献。排除:与干预无关的研究。资料提炼:在共收集到1452篇关于学习障碍的文献,其中以学习障碍为篇名的有446篇。还查阅与此相关的27本书。其中文章中涉及到的10本书籍和4篇文章。资料综合:学习障碍是一种综合征,表现为个体在一种或多种过程中表现出的落后、障碍或延迟发展,这些过程涉及说话、语言、阅读、书写、算术或其他学科。学习障碍儿童具有5个特点,可分为2种类型(发展性学习障碍和学业性学习障碍)。对学习障碍儿童可采取3种干预模式,具体为神经系统功能干预模式、行为干预模式、认知-行为干预模式;可从学习能力、感觉动作、视知觉、听知觉4个方面进行具体的干预训练。结论:对学习障碍儿童应进行有针对性的、个别化的综合训练和培养,学习障碍儿童的家庭应以正确的方式对待他们,改善学习障碍儿童的家庭氛围,消除其心理障碍,使之有适合自己发展的良好空间。

OBJECTIVE： To explain feature and classification of children with learning disorder, introduce interventional mode and training method in detail and hope that parents and teachers can understand children with learning disorder so as to help them better. DATA SOURCF_S： An overall retrieval for materials of learning disability was undergone in China Journal Full-text Database （CJFD） between January 1994 and December 2005 with the key words of ＂learning disorder, training, learning difficulty＂ in Chinese. At the same time, related books were searched by hand. STUDY SELECTION： The data were selected primarily. Articles of learning disorder, learning difficulty and learning disenabling, Significantly unrelated articles were deleted. Inclusive criteria： articles of learning disorder and side intervention on learning. Exclusive criterion： study without intervention. DATA EXTRACTION： Totally 1 452 articles of learning disorder were selected . Of them, there were 446 articles with the topic of learning disorder. Of the 27 related books, 10 books and 4 articles were collected. DATA SYNTHESIS： Learning disorder was a symptom complex, embodied lag, disorder or late development of individual in one or many processes, which involved speaking, language, reading, writing, arthmetics or other sciences. Children＇ learning disorder had 5 features that were divided 2 types （developed learning disorder and worked learning disorder）. Three interventional modes could be used for learning disorder, which were interventional mode of nervous system function, interventional mode of behavior and interventional mode of cognition-behavior in detail. Interventional training could be done from 4 aspects： learning ability, sensatory action, sight sensation and hearing sensation. CONCLUSION： Children with learning disorder should receive pointed and individualized combined training and cultivation. Their parents should treat their children correctly. We should improve children＇ family atmosphere, eliminate children＇ mental obstacle, let them develop freely.