Psychological Emotion Analysis System for Special Needs Children Based on Neural Network

With the development of modern society and the improvement of living standards,care for special needs children has been increasingly highlighted,and numerous corresponding measures such as welfare homes,special education schools,and youth care centers have emerged.Due to the lack of systematic emotional companionship,the mental health of special needs children are bound to be affected.Nowadays,emotional education,analysis,and evaluation are mostly done by psychologists and emotional analysts,and these measures are unpopular.Therefore,many researchers at home and abroad have focused on the solution of psychological issues and the psychological assessment and emotional analysis of such children in their daily lives.In this paper,a special children’s psychological emotional analysis based on neural network is proposed,where the system sends the voice information to a cloud platform through intelligent wearable devices.To ensure that the data collected are valid,a series of pretreatments such as Chinese word segmentation,de-emphasis,and so on are put into the neural network model.The model is based on the further research of transfer learning and Bi-GRU model,which can meet the needs of Chinese text sentiment analysis.The completion rate of the final model test has reached 97%,which means that it is ready for use.Finally,a web page is designed,which can evaluate and detect abnormal psychological state,and at the same time,a personal emotion database can also be established.

ICARE Model:Learning Model Organization That Based on Work Skills Through Saori Weaving for Special Needs Children

Purpose:(1)Study the current state and needs of learning management,focusing on work skills through Saori weaving for special needs children;(2)Develop a learning management model focusing on work skills;(3)Develop a teacher-centered learning management approach through the use of Saori weaving for special needs children;(4)Study the effectiveness of the learning management model that focuses on working with special children.Research&Development Research Results:(1)The current state and needs of learning management focused on work skills through Saori weaving for special children;(2)The learning management model emphasizing for special children is four steps:a.prepare the actual context;b.set goals;c.plan and execute;d.monitoring;and Evaluatio Saori Weaving Class has five details:(1)Inspire:I(Explain:Inspired to work for success);(2)Choose:C(Explain:Choose what you like before you can see the future do it);(3)Aim&Act:A(Explain:Work with a happy goal that has set);(4)Reflect on learning:R(Explain:Reflect on learning);(5)Experiential-Based Learning Measure by concluding:ICARE Model.The results of teacher development on learning management focused on working skills:(1)Teachers with average scores after training,35.09%was 77.98%;(2)22 trainers were able to develop a skill management plan in the 21st century at the best evaluated in 73.33%and eight persons respectively in good or 26.67%.(3)The results of the study on the effectiveness of the model showed that the extra children had a higher grade of Saori weaving.After class,75.49%were higher than the standard set of 70%and the students were satisfied with Saori weaving as the most levels.

Nutritional Challenges of Children with Disabilities in Special Needs Center in Mainland, Lagos State, Nigeria

The study determined the nutritional challenges of persons with disability in special needs centers in mainland,Lagos State.Three research questions guided the study.Survey research design was adopted.The population of the study was 57.No sampling was done since the population was a manageable size.Validated questionnaire was used for data collection.Data collected were analyzed using mean and standard deviation.Findings showed that the types of disabilities among children in special need centers in Lagos State included among others:physical disability,learning disability,cerebral palsy,Down syndrome,attention deficit disorder/attention deficit hyperactivity disorder(ADHD),autism and speech and language disorder.Findings also revealed that the nutritional needs of children with disability included feeding on different foods,drinking water regularly,taking fruits daily,and ensuring that their nutrient requirements are met daily.Findings indicated that the nutritional challenges of children with disability included among others:excessive salivation,frequent constipation,inability to feed oneself,depending on care givers for feeding,food dropping from the mouth while being fed and difficulty in chewing and swallowing foods.Conclusion was made.Among recommendations made was that children with disabilities should be provided with variety of foods daily to meet their nutritional needs and parents/caregivers should devote more feeding time to the disabled child.

Therapeutic Camps and Their Impact on the Family of Children with Special Health Care Needs: A Mixed Method Study

Respite care through therapeutic summer day camps is a service used to relieve the physical and mental strains placed on caregivers of children with special health care needs while also creating unique opportunities to benefit the child. The purpose of this study is to determine how respite care in the form of a therapeutic summer day camp for children with special needs impacts a family’s ability to manage their child’s special health care needs within their family. This research study used mixed methodology combining quantitative data collection through pre- and post-survey and qualitative data collection through interviews that worked to answer questions relating to the effects of a therapeutic summer day camp on parents’ perspective and management of their child’s condition. The theoretical framework used to guide the study is the Family Management Style Framework. Twenty-two parents completed The Family Management Measure that was administered prior to and at the conclusion of an 8-week therapeutic summer day camp program. Qualitative interviews with 11 parents helped to better understand specific interventions and experiences of the therapeutic camp that benefitted their child and family. Although the quantitative analysis did not yield statistically significant changes in the family’s ability to manage their child’s condition as a result of attendance at the camp, the qualitative interviews demonstrated robust evidence that the camp provided meaningful experiences for the campers and parents while alleviating stress within the family. Themes include: 1) Family-Child themes of loss of normalcy, relationships affected, increased stress, family adaptations, and love for the child;2) Camp-Child themes of meeting individual needs, creating happiness, and behavior changes;and (3) Camp-Parent themes of improved perception of the child, decreased stress, parent involvement with staff, and need for specific environment at camp. Implications of the results are discussed, along with recommendations for future research.

Electronic Database about Children with Special Needs ~t Primary School

In Slovenia, children with special needs have been included to primary schools since 1998. Since then, teachers have had a lot of work to be done. Every year they have to prepare an individualized programme for each child with special needs. They have to set goals that each child with special needs has to achieve at a particular subject. Pupils have different teachers every year and to make their work easier, the author is considering making a website database with basic information about them. This database would state the goals that the pupil achieved in the past year, which strategy of teaching proved to be the best for him or her and what the areas he or she needs help with are. Teachers would be collecting this data during the primary education, after the final evaluation this database would also be made available to the secondary school of the pupil in concern. This database should be located on the website of Ministry of Education, Science, Culture and Sports. It would be available to primary schools, but protected by a password which would grant the school access to the data of their students only. In secondary schools, teachers could also access to the information, so they would not have to be discovering appropriate teaching strategies that worked for a pupil in the past all over again. This would enable better conditions and a successful education for pupils with special needs.

特殊需要儿童执行功能研究进展

特殊需要儿童多伴有执行功能障碍,执行功能障碍会对其生理、心理和社会层面产生不利影响。早期诊断和干预对特殊需要儿童的发展尤为重要。本文从特殊需要儿童的个性化差异特点出发,在广泛查阅、梳理国内外文献的基础上,归纳孤独症谱系障碍、注意缺陷多动障碍、听障这3类研究较多的特殊需要儿童执行功能发展研究进展,为深入研究和临床实验提供参考。

儿童权利理论视域下特殊儿童阅读推广研究——基于我国32家省级公共图书馆的调查

儿童权利理论为公共图书馆特殊儿童阅读权利保护提供了有力支撑。文章以网络调查法为主,结合文献调查等方法,聚焦公共图书馆特殊儿童阅读发展现状,对我国32家省级公共图书馆特殊儿童阅读服务的现状、特点、经验、成果进行了调查研究,分析儿童权利理论视域下特殊儿童阅读推广存在的困境,提出提升特殊儿童保护意识、提供人性化阅读环境和特殊服务、建设适应特殊儿童的多样化馆藏、组织多元化融合阅读活动等优化对策。

特殊教育社会网络范式的理论、规则及应用分析

社会网络作为一种研究范式、分析方法、理论与经验研究的综合体,已成为学界关注的热点和创新点。特殊教育与社会网络之间的耦合机理符合学科的发展需求和教育规律。特殊教育系统是复杂社会网络的有机结合体,社会网络的结构环境直接或间接影响主体行动。这是源于社会网络的自主性、建构性、兼容性和赋能性等的本质属性,影响或推动着特殊教育资源合理配置、多元治理主体协同育人以及主体行动力提升。基于社会网络范式的特殊教育研究应遵循其研究方法、技术路线和数据分析手段等规则,并从关系取向或位置取向的结构特征理解特殊儿童社会行为。

基于ICF构建特殊儿童融合教育导向多元安置服务:政策和理论架构与方法体系

目的 探讨基于ICF构建特殊儿童教育安置的多元教育安置服务体系和方法。方法 采用ICF的理论和方法、公共政策研究方法以及教育政策研究方法,分析特殊儿童教育安置的政策架构、理论与构建融合教育导向的多元安置体系的方法与内容。结果 在教育政策上,联合国《残疾人权利公约》和联合国教科文组织《确保教育包容性和公平性指南》都强调教育的权利,鼓励提供个别化教育支持服务和合理便利,以确保残疾学生能够有效参与教育。中国、欧盟和美国颁布了相关的法律和政策,鼓励融合教育的发展实施,将特殊儿童纳入普通教育系统,为他们提供与其他儿童相同的教育机会。发展特殊教育,教育安置针对那些需要额外支持和资源的特殊儿童,确保他们获得针对性的教育服务。政策强调要评估特殊儿童的具体需求,并根据这些需求提供个别化教育计划。结论 根据相关国际政策和有关国家的情况,基于ICF构建了特殊儿童教育安置服务的多元安置体系的内容与方法。

儿童构音障碍干预方法及效果研究

构音障碍是指构音器官运动异常或未理解目标音位的发音特征等原因造成的声韵调异常。国内以构音障碍命名大部分和言语发音有关的问题。多数听力、语言及精神残疾儿童都会存在构音障碍,导致其言语可懂度降低,进而影响沟通交流,降低儿童的生活质量。构音障碍干预可提高儿童言语清晰度和流畅度,增强其语言沟通能力,对于其接受教育,融入社会有很大帮助。因此,构音障碍干预十分重要。本文总结了国内外常用的构音障碍干预方法,包括传统治疗方法、音系疗法、运动动觉训练法、核心词汇法及辅助与替代沟通系统,分析各方法适用的目标儿童、效果及日常干预注意事项,以期为儿童构音障碍干预提供思路。

我国孤独症儿童家庭需求研究综述

为全面了解孤独症儿童家庭需求研究领域动态,对2000—2023年中国知网数据库中的相关文献进行整理分析,发现孤独症儿童家庭需求主要集中在获取专业知识、经济扶持、心理援助、教育康复、社会服务及家庭特殊需求六个方面。目前我国孤独症儿童家庭需求研究存在研究范畴零散、研究对象不全面、研究方法单一、缺乏对孤独症儿童家庭需求的系统科学论述等问题。未来应注重丰富研究内容,改进研究方法,扩充研究对象,开展全面且深入的系统研究。

幼儿家长对学前融合教育的接纳度研究

幼儿家长对学前融合教育的接纳是推进学前融合教育发展的关键因素。基于广东省深圳市1074份幼儿家长问卷的调查研究发现:从认知维度看,幼儿家长对学前融合教育接纳度偏低;从情感维度看,幼儿家长对学前融合教育接纳度较高;从行为倾向看,幼儿家长对学前融合教育接纳度偏低。为此,建议加大融合教育宣传力度,创建融合社会文化环境;创设融合教育班级环境,完善融合教育课程指导;提升幼师融合教育素养,建设融合教育师资队伍,提高幼儿家长对学前融合教育的接纳度,共同推进学前融合教育事业的蓬勃发展。

汉语特殊儿童口语叙事能力研究综述

采用文献分析法,对汉语特殊儿童口语叙事能力的评估、发展特征和干预进行述评。研究发现:汉语特殊儿童口语叙事能力的评估以故事复述法为主,评估指标涉及宏观和微观两个层面;特殊儿童口语叙事能力落后于典型发展儿童,但具有发展的可能性;互动式绘本阅读教学是提升口语叙事能力的主要方案,且主要通过单一被试研究法检验方案的有效性。研究进一步分析了已有研究中存在的问题,并提出改进建议。

融合教育环境中特殊学前儿童家庭教育需求分析

为进一步了解融合教育环境中特殊学前儿童的家庭教育需求,参考相关研究设计调查问卷,并对问卷调查结果进行描述性统计分析,利用熵值模型从信息需求、支持需求、解释需求、社区服务需求、财务需求及家庭功能需求六个方面进行讨论。结果表明,特殊学前儿童家庭在解释需求、财务需求及家庭功能需求方面的差异性较大,需求程度较小,在信息需求、支持需求及社区服务需求方面的差异性较小,需求程度较大。

特殊需要幼儿父母教养与幼儿社会适应的关系研究

随着特殊教育逐步向学前阶段延伸,学前阶段特殊需要幼儿成长日益受到关注。本研究选取194名3~7岁特殊需要幼儿和204名普通幼儿及其父母作为研究对象,对两组幼儿父母在教养压力、教养方式和幼儿社会适应能力等方面的差异做了比较,并深入对比分析两组幼儿父母教养压力、教养方式和幼儿社会适应能力之间的关系。结果表明,相比于普通幼儿,特殊需要幼儿的社会适应能力较差,其父母感知到的教养压力更大,教养方式也更为消极。两组幼儿父母的教养方式均在父母感知到的教养压力和幼儿社会适应能力之间起部分中介作用,但特殊需要幼儿父母教养方式的中介效应更凸显。相比于普通幼儿父母,特殊需要幼儿父母感知到的教养压力和教养方式对幼儿的社会适应能力预测性更强。基于以上结论,本研究对如何缓解父母教养压力和改善父母教养方式提出相应的建议和对策。

普通幼儿园特殊幼儿的在园生存现状──基于A市39所普通幼儿园的调查数据分析

以A市39所普通幼儿园的106名主班教师为研究对象,研究者采用问卷调查的方法考察普通幼儿园中特殊幼儿的在园生存现状。研究显示:特殊幼儿在普通幼儿园中接受教育的比例相对较低;特殊幼儿对各类活动的参与度不高,教师和普通幼儿间的互动有限;教师对学前融合教育的认识和实施能力有待持续提升。改善特殊幼儿在普通幼儿园的生存现状,需要建立从出生至入学的完备的筛查诊断体系,提高特殊幼儿的入园率,促进特殊幼儿的早发现、早干预;加强学前教育专业师范生的职前培训和幼儿园教师的职后培训;依托特殊教育资源中心建设和资源教室建设,为特殊幼儿提供专业的教育训练,为其家庭提供专业的咨询服务。

特殊儿童家长的羞耻情绪:外显与内隐的研究

羞耻是指向整体自我的消极情绪,会影响个体的身心健康。为探讨特殊儿童家长的羞耻情绪的现状,采用《羞耻体验量表》测量特殊儿童家长的外显羞耻情绪,同时采用内隐联想测验考察其内隐羞耻情绪水平。结果发现,特殊儿童家长外显羞耻情绪水平较低,且倾向于认为自我是不感到羞耻的,不存在内隐羞耻情绪。未来研究可深入挖掘特殊儿童家长羞耻情绪的保护性因素。

学前融合教育质量提升的困境与出路

高质量的学前融合教育是我国新时代特殊教育事业发展的重要任务。尽管近年来我国学前融合教育在实践方面已取得一定进展和成就,但实施现状仍不容乐观,面临着缺乏融合理念及质量观念、质量评估框架及指标体系不健全、幼儿教师融合素养与胜任力有待提升的现实困境。为突破困境、找寻出路,促进我国学前融合教育事业高质量发展,应树立科学的学前融合教育理念及质量观念,构建本土化学前融合教育质量评估框架体系,加强职前职后一体化融合教育师资队伍建设。

高校学前教育职前教师全纳教育态度研究

虽然全纳教育在国内的实施取得了初步成效,但仍存在一些问题,如社会群体之间的态度问题。为了深入了解广西某高校学生对全纳教育的认知与态度,探寻全纳教育在我国实施的现状,预测未来推进全纳教育过程中可能遇到的挑战,以提前采取相应措施,化解全纳教育实施过程中的难题,研究以407名广西某高校学前教育专业学生为调查对象,运用SPSS软件对学前教育职前教师全纳教育观念的数据进行深度剖析。研究结果显示,学前教育职前教师对特殊需要儿童的全纳教育态度趋于中立。

特殊儿童教育课程融入思政元素的探索

特殊儿童是社会弱势群体,在生理、心理上存在不同程度的缺陷,如何在“课程思政”背景下对特殊儿童进行科学有效的教育,是目前教育领域所面临的挑战,也是教育发展过程中必须解决的问题。在特殊儿童教育中,课程思政应为先决条件。在课程思政的基础上,结合特殊儿童的实际情况进行有针对性的设计和优化,能促进特殊儿童的全面发展。特殊儿童教育课程融入思政元素,可采取以下策略:帮助特殊儿童树立自信心,提升特殊儿童的思想道德水平,教育特殊儿童树立正确的行为准则,促进特殊儿童潜能发展,家校共育形成合力。