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

在项目的第一年，对各种新型教学设备/系统在特殊教育中的应用效果进行了评价实验。在分析结果的基础上，第二年研究了教学材料的组织，包括教学设备/系统的应用方法和单词和句子文本的选择。在第三年（最后一年），通过对该项目研究人员所涉及的每个主题的讨论，重新组织了指导材料。编写这些教材是为了使从事感官和智力残疾儿童教育工作的教师能够应用这些教学设备/系统，这些教学设备/系统通过听觉、视觉和触觉传递语言信息，从而加强和/或替代适当的感官渠道。还编辑了这些领域的综合参考文献列表。本说明书采用的主题有：1)适合弱视儿童残视力特点的封闭式有线电视放大机中字母显示的方法。2)盲童通过视锥选择最适合触觉阅读的字体。3)针对听障儿童视频资料的有效字幕方法。4)在语言学习的各个阶段将汉字引入字母材料的规则。5)在听障儿童的言语训练中使用语音声学和发音参数的视觉显示。6)残听特性的音乐素材选择标准。7)个人助听器的选择、装配和维护方法，以使个人残余听力得到最佳利用。8)小组助听器在小学和初中/高中课堂应用的课程。9)听觉障碍儿童通过触觉声码器触觉显示语音与唇读结合使用的视频材料。10)通过视觉和触觉同时使用多感觉通道对听障儿童语音显示效果的评价方法。11)听觉、视觉和触觉在学前语言教学中的运用。12)指导使用微型计算机作为感官辅助工具。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