急 !!!幫我翻譯 20點 關於特殊兒童發展

Atypical developmental patterns

Fundations of atypical development

Dysfunction of

the central nervous system and

Sensori-motor processes

exerts a significant negative impact on the acquisition of neuro-developmental skills across

all interdependent functions

Cognition

Language

Play

Social communication

Sensorimotor exploration

Self-care

Self-regulation

Developmental patterns of children with sensory disabilities

Sensory disabilities

Blind

Deaf

Deaf-blind

The lack of integration between sensory and motor functions inhibits and distorts the full range of cognitive, affective, and communication processes in development.

Object constancy of blind children

Following behaviors are preclude:

Spontaneous search behavior for objects out of reach

The understanding of the permanent nature of contacts with people and objects

A sense of connection between

self and reaching

Self and finding

Self and grasping

self and losing objects

Means-ends of blind children

The understanding of the use of hands as functional tools for obtaining and exploring objects fails.

Hands are use in self-stimulation

Hands are held shoulder-high for self-protection

Causality for blind children

The inability to process and compare visual information impairs trial-and-error learning as well as intentional goal-directed behavior.

Motivation is limited.

Passivity and dependency are promoted by the fact that others must intrude to elicit behavior from the child.

The establishment of auditorially directed reaching is a prerequisite to indenpendent creeping and motor movements in blind children

Object relations and concept of blind children

Limited experience with objects constrains the ability to recognize different objects and understand their functional interrelationships.

Visual functions serve to connect sound and touch in normal children before 4 months of age.

Blind children display a 6 to 8 month lag in relating tactile and auditory attributes of objects (Fraiberg, 1977).

3 Answers

Rating
  • 1 decade ago
    Best Answer

    非典型的發展的圖案

    非典型的發展的Fundations

    機能失調

    中樞神經系統和

    Sensori 電動機過程

    透過施加顯著的對獲得發展neuro的技能的負的影響

    全部互相依存的功能

    認知

    語言

    社會通訊

    Sensorimotor 探索

    利己

    自動調節

    有感覺生理殘障的孩子的發展的模型

    感覺生理殘障

    聾盲

    缺乏在感覺和電動機功能之間的綜合抑制並且使整套認識,感情方面,和在發展過程中的通信過程變形。

    盲的孩子的物體堅定不移

    以下的行為排除︰

    遙不可及物體的自然的搜尋行為

    理解與人和物體的聯繫的永久的本性

    一個連接的感覺在之間

    自我和達到

    自我和發現

    自我和貪婪

    自我和失去的物體

    盲的孩子的表明目的

    獲得和探索物體的作為功能的工具的理解使用手失敗。

    手是在自我刺激過程中的使用

    手是自衛的被拿的肩高

    面向盲的孩子的因果律

    不能處理並且比較直觀訊息削弱學習的反覆試驗以及有意的目標指導的行為。

    動力是有限的。

    消極和從屬性被其它人必須闖入從孩子那裡引出行為的事實促進。

    auditorially的建立指引到達給爬去的indenpendent 和電動機運動在盲的孩子內一必要條件

    盲的孩子的物體關係和概念

    有賓語限制經驗抑制能力承認不同的物體並且理解他們的功能的相互關係。

    視覺功能能連結聲音並且在4個月的年齡之前在正常的孩子裡接觸。

    盲孩子展示一個6到8個月用敘述物體(Fraiberg,1977)的觸覺和聽覺屬性落后。

    Source(s): Dr.eye翻譯典
  • 1 decade ago

    亂翻譯.就教你別用翻譯辭典你還用.老師說的話有沒有在聽阿.你沒聽你沒聽嘛.

  • 1 decade ago

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    Source(s): 自己
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