摘要:本文介绍了一个关于研究课堂教学如果创造最佳学术成果的研究。研究的对象8个有残疾的儿童,他们或多或少有一些心理问题,能力高低也各有不同。研究者考察了教师以及其他硬件,比如教学设计、时间安排等对学生的影响。并详细介绍了研究的方法。
of as model or sometimes as result.
Some confusions extended and this looks to give some basic information that can result in very reliable details for the programs of TEACCH. According to the central deficit theory, children with autism (AU) require increased structure and task-analyzed goals in order to learn (Erba, 2000). Providing structure and organization in the learning envi??ronment on a student's level of understanding can help to alleviate or moderate challenges students with AU otherwise encounter. By Autism one aims to help out the people in preparation of lives or works with more efficiency at schools, or at homes and in the communities, are the major goals of the TEACCH programme . For all the individuals Education programmes are planned based on abilities assessments.
Children related to autism are found gaining most due to structured educational environment than from free approaches. The techniques used through TEACCH does not proceed on the activities directly, but work on the circumstances that can help in the process of learning as it is a structured teaching approach designed for individuals with AU and communication disabilities and their families. The approach calls on a wide range of techniques to attain the requirements that are there for families and children.
Ultimate goal is to foster independence and understanding while providing individuals with AU the tools they need to successfully interact in the environment..It helps to understand the surrounding world, to acquire communication skills which allows one to correlate with others and provide the required competency to make them choose the lives as much as achievable,.
A technique, a set of techniques even a method cannot be minimized by TEACCH. For autistic people this is a program of services, which uses number of ways, in different combinations based on the one's wants and capabilities. The principle of modifying the environment to accommodate the needs of students with AU is the foundation for structured teaching (Schopler, Mesibov, & Hearsey, 1995).
这一过程与四个主要组成部分相关——Four main components are connected to this process:
1 .Physical organization . Physical organization refers to the physical layout of the classroom or the area for teaching. student's independent functions and recognitions and compliance with rules and limits to be helps or acts against by Physical organi-zation . It is designed to provide students with visual information to direct their activities in a predictable manner
2. Scheduling . Since students with AU have problems with se-quential memory and organization of time, they need schedules.Visual schedules let the students know what activities will take place and in what sequence (Shopler et al., 1995) and assist them in predicting events, lessening their anxiety.
3 .Work systems .Work systems tell the students what activities must be completed in independent work areas by visually specifying what and how much work must be done and indicating when each task and the work session are complete (Schopler et al., 1995).
4. Task organization . Similar to work systems, task organization determines what work students do independently, what needs to be done within a task, how many items must be completed, and final outcomes (Schopler et al., 1995).
Structured t
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