摘要
目的:探讨2~8岁孤独症儿童进入学前听力障碍儿童班级进行语言融合教育的学习对促进孤独症儿童语言发展的康复效果,为孤独症症儿童的语言康复提供新的康复思路。方法:在汕头市某特殊教育学校选取年龄为2~8岁的经正规医院诊断为孤独症的18名学生。将其随机分为实验组(n=9)和对照组(n=9)。实验组成员分别进入学前听力障碍儿童的集体班,与这些已经戴助听器或者人工耳蜗植入的听力障碍儿童一起进行语言训练课程的学习;对照组不与听力障碍儿童混班,只单独编班进行传统的语言康复训练。在实验前和实验后分别用《听力障碍儿童听觉、语言能力评估标准及方法》对18名学生进行语言能力评估。结果:实验组混班教学1年后语言年龄进步的月龄大于对照组,P<0.05。结论:让2~8岁孤独症症儿童融入学前听力障碍儿童班级一起进行语言融合课程,对其语言能力的提高有积极作用。
Objective:To explore the rehabilitation effect of speech integration education on the speech development of autistic children aged 2~8 years after they entered hearing-impaired preschool children's classes to receive speech integration education,so as to provide new ideas for the speech rehabilitation of autistic children.Methods:18 students aged 2~8 years diagnosed with autism by authorized hospitals were selected from a special education school in Shantou as the research object.They were randomly divided into the experimental group(n=9)and the control group(n=9).The experimental group was given speech training with hearing-impaired preschool children together,while the control group was given the traditional stand-alone model.The speech competence of the 18 students were assessed with"Criteria and Methods for Assessing Hearing and Language Abilities in Children with Hearing Impairment"respectively before and after the experiment.Result:After one year of mixed class teaching,the language age of the experimental group was higher than that of the control group(P<0.05).Conclusion:Compared with the traditional stand-alone model,the speech training together with hearing-impaired children can improve the speech ability of children with autism.
作者
潘齐敏
张哲璇
林少菁
张哲妮
Pan Qimin;Zhang Zhexuan;Lin Shaojing;Zhang Zheni
出处
《科教文汇》
2020年第21期168-170,共3页
Journal of Science and Education
基金
广东汕头市金平区教育局一般课题(课题号2017JPGHB100)阶段性成果。
关键词
孤独症
语言训练
学前听障儿
autism
speech training
hearing-impaired preschool children