Global Development of Children with Intellectual Disability: Intrinsic Factors versus Extrinsic Interventions
Global Development of Children with Intellectual Disability: Intrinsic Factors versus Extrinsic Interventions
复制标题
智力障碍儿童的全球发展：内在因素与外在干预
DOI：
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复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Fuzhou Wang
中科院分区：
文献类型：
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作者：
Fuzhou Wang
如何实现智障儿童的全面发展是一个复杂的社会问题。当一个儿童患有智力残疾或处于智力残疾的边缘时，儿童所处的环境和儿童获得的人文支持对实现全球发展起着至关重要的作用。由于内在因素无法改变，外在干预随之成为智力残疾儿童实现个人发展的唯一手段。然而，常规教育无法满足智障儿童的特殊需求，培养特殊支持教师成为实现这一目标的最佳选择。
How to realize the global development of children with intellectual disability is a complicated social issue. When a child has intellectual disability or is on the verge of intellectual disability, the environment the child is in and the humanistic support the child obtains play a vital role in achieving the global development. Given the intrinsic factors cannot be changed, and then the extrinsic interventions subsequently become the only means for children with intellectual disability to achieve personal development. However, conventional education cannot meet the special needs of children with intellectual disabilities, so training special supporting teachers has become the best choice to achieve this goal.
DOI：
10.1016/j.chc.2017.03.001
发表时间：
2017-07
影响因子：
2.4
作者：
Marrus N;Hall L
通讯作者：
Hall L