Organization of Instruction Materials for the Optimal Use of Teaching Devices/Systems in Special Education

在该项目的第一年，对各种新的教学设备/系统在特殊教育中的应用效果进行了评估实验。在分析结果的基础上，第二年对教材的组织进行了调查，包括教学设备/系统的使用方法以及单词和句子文本的选择。在第三年(去年)，透过研究人员就每一个课题的讨论，重新编排教材，目的是让从事感官和弱智儿童教育工作的教师，能够应用那些透过听觉、视觉和触觉传递语言信息，以加强和/或取代适当感官渠道的教学设备/系统。还编辑了这些领域的参考文献的综合列表。本说明书中采用的主题是ma…1)适合弱视儿童残视特点的封闭式有线电视放大镜中的字母显示方法；2)盲童触觉阅读的最佳字体选择；3)听障儿童视频资料字幕的有效方法；4)语言学习各阶段字母材料中汉字的引入规律；5)听障儿童言语训练中语音声学参数和发音参数的视觉显示方法针对残耳特性的音乐材料的选择。7)选择方法，配戴和维护个人助听器，以便最大限度地利用个人剩余听力。8)小学和初中/高中课堂集体助听器的应用课程。9)通过触觉声码器对语音的触觉显示和听障儿童的朗读相结合使用的视频材料。10)通过视觉和触觉显示语音对听障儿童同时使用多感觉通道的效果的评估方法。11)在学龄前语言教学中使用听觉、视觉和触觉感觉。12)使用微型计算机作为感官辅助工具的指导。较少

In the first year of this project, evaluation experiments on the effects of application of various new teaching devices/systems in the special education were conducted. Based on the analysis of the results, in the second year, organization of instruction materials including the methods of application of the teaching devices/systems and selection of the word and sentence texts was investigated. In the third (last) year, the instruction materials were re-organized through the discussions on each of the topics covered by the investigators in this project.The instruction materials were organized in order to enable the instructors working in the education of sensory and mentally handicapped children applying those teaching devices/systems which enhance and/or substitute the proper sensory channels by transmitting language information through auditory, visual and tactile sensations. Comprehensive list of the references in these fields are also edited.The topics adopted in this instruction ma … More terials are as follows :1) Method of letter display in the closed cable TV enlarger which is suitable to the characteristics of residual vision of the weak-sighted children.2) Selection of the most appropriate font for the tactile reading by the blind children through the optacon.3) Effective method of captioning for video materials for the hearing impaired children.4) Rules of introducing Kanji's to the letter materials for each stage of language learning.5) Use of visual displays of acoustical and articulatory parameters of speech sound in the speech training of the hearing-impaired children.6) Criteria of selection of music materials for the characteristic of residual hearing.7) Method of selecting, fitting and maintenancing the personal hearing aids for the optimum use of the individual residual hearing.8) Curriculum for application of the group hearing aids in the class room of the elementary and junior/senior high schools.9) Video materials for combined use of the tactile display of speech sound through the tactile vocoder and the lipreading by the hearing impaired children.10) Method for evaluating effects of simultaneous use of multi-sensory channels through visual and tactile displays of speech sound in the hearing-impaired children.11) Use of auditory, visual and tactile sensations in the pre-school language teaching.12) Guidance of use of micro-computers as sensory aids. Less