随班就读脑瘫学生辅助技术支持方案制定的研究

发布时间：2018-01-01 15:25

本文关键词：随班就读脑瘫学生辅助技术支持方案制定的研究　出处：《重庆师范大学》2011年硕士论文　论文类型：学位论文

【摘要】：根据世界卫生组织统计的2%0的比例估算，目前中国14亿人口中有近300万脑瘫，过去这些活生生的生命常被漠视，甚至遗弃;后来，社会有所进步，他们能得到教会团体的收养和一定程度上的封闭式的教育;至20世纪60、70年代，随着“去机构化”“正常化”“回归主流”运动的兴起，越来越多的特殊儿童进入到融合环境中。中国大陆顺应世界潮流。从20世纪80年代中期试验随班就读以来，越来越多的聋、盲生进入到普通学校的普通班级接受正常化的教育，然而，脑瘫学生始终很少。有人说脑瘫不会走路，其障碍类型、障碍部位之多，合并症一大堆，在随班就读参与各活动时，处处存在障碍，路又走不得，，笔也抓不住，眼睛看不到，耳朵听不清，语言、认知都存在障碍。这固然不假，但终因辅助技术运用不充分而导致许多脑瘫学生眼巴巴地错失教育良机而抱憾终生。美国、英国、意大利等科技发达国家的辅助技术运用实践得出，只要运用相应的科技增强脑瘫的机能，如弱视者配戴眼镜，弱听者配戴助听器，不能行走者可以仰赖各种轮椅或者助行器，不仅教室内、操场上、资料室可以运用相应辅具，甚至学习中、就餐时、娱乐中等都可以运用相关辅具以使脑瘫在随班就读中参与活动轻松自如、受益终生。此外，还进行无障碍环境设计，包括无障碍建筑环境和无障碍网络环境。研究显示，脑瘫只要接受了平等、优越的教育，便可实现其作为一个社会公民该履行的权利和义务，从而实现其人生观与价值观。本研究主要采取文献调查法和内容分析法探讨在给随班就读的脑瘫学生选用辅助器具时应该考虑哪些因素。最后得出如下结论: 1、针对脑瘫的障碍类型，在辅具选用的时候注意徐动型、协调不良型脑瘫宜选择稳定性较好的辅具;针对脑瘫的障碍部位，在辅具选用的时候应该区分其左右、上下的能力差异，据差异而选用操作方式;针对脑瘫的各种合并症，要相应选用，注意充分利用学生的优势能力。 2、随班就读各活动参与时会碰到任何障碍，但总体来说分为两类:一，进出各场所本身这个活动所选用的辅具只能是移行的辅具，包括轮椅、助行器等。二，各场所内的活动所选用辅具，必须根据需要而定。 3、对随班就读活动中的环境，软环境来说不太适宜用辅具运用之一单纯方式而改善活动中的功能障碍。硬环境来说，则必须要改进坡道、楼梯、电梯、厕位等等建筑环境。
[Abstract]:According to the World Health Organization (WHO) statistics, there are nearly 3 million cerebral palsy out of 1.4 billion people in China. In the past, these living lives were often ignored or even abandoned. Later, there was progress in society, where they were able to receive adoption by church groups and, to a certain extent, closed education; In 20th century, with the rise of "deinstitutionalization", "normalization", "return to the mainstream" movement. More and more special children are entering the integration environment. The Chinese mainland conforms to the world trend. Since the middle of 1980s, more and more deaf children have been enrolled in the class. Blind students enter the ordinary classes of ordinary schools to receive normal education, however, cerebral palsy students are always very few. Some people say that cerebral palsy can not walk, its types of obstacles, the number of obstacles, a lot of complications. When attending various activities in the following class, there are obstacles everywhere, the road can't go, the pen can't be grasped, the eyes can't see, the ears can't hear clearly, and there are obstacles to language and cognition. This is certainly true. But because of inadequate use of assistive technology, many cerebral palsy students miss educational opportunities and regret their lives. The application of auxiliary technology in the developed countries such as the United States, Britain, Italy and other scientific and technological developed countries shows that as long as the corresponding technology is used to enhance the function of cerebral palsy, such as the amblyopia wearing glasses, the weak hearing person wearing hearing aid. Unable to walk can rely on a variety of wheelchairs or walking aids, not only in the classroom, the playground, the reference room can use the corresponding accessories, or even learning, when eating. Recreational secondary can use relevant accessories to enable cerebral palsy in the class to participate in activities easily and freely, benefit for life. In addition, there is a barrier-free environment design. Research shows that as long as cerebral palsy receives equal and superior education, it can realize its rights and obligations as a social citizen. In order to realize its outlook on life and values. This study mainly adopts the method of literature investigation and content analysis to explore the factors that should be considered when selecting assistive devices for students with cerebral palsy. Finally, the following conclusions are drawn: 1. According to the type of cerebral palsy, attention should be paid to the apocalyptic type when the auxiliary equipment is selected, and the stable accessory should be chosen for the poor coordination type cerebral palsy; In view of cerebral palsy's obstacle position, should distinguish its left and right, upper and lower ability difference when the auxiliary equipment is selected, according to the difference and chooses the operation way; According to all kinds of complications of cerebral palsy, it is necessary to select and make full use of students' superior ability. 2. There will be any obstacles to the participation of the various activities in the class, but generally there are two categories: first, the accessories used for entering and leaving the premises themselves can only be mobile accessories, including wheelchairs. Mobility aids and so on. Second, the choice of auxiliary equipment for activities in each place, must be based on the need. 3. For the environment in the class, soft environment is not suitable to improve the function obstacle in the activity by using one of the simple ways of auxiliary equipment. For the hard environment, it is necessary to improve the ramp, stairs and elevators. Toilet space and so on building environment.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G764

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