CLASSIFICATION OF THE MENTALLY RETARDED
АНГЛИЙСКИЕ СПЕЦТЕКСТЫ И СПЕЦЛЕКСИКА
ДЛЯ СТУДЕНТОВ-ДЕФЕКТОЛОГОВ
(по материалам «Хрестоматии на английском языке для студентов-дефектологов»
под ред. С.В.Русановой. – М., 1978)
Сканирование, обработка доцента каф.ин.яз.ЗабГПУ Ломаева Б.Ф.
С О Д Е Р Ж А Н И Е:
Special education .............................................................................................................. .2
Defining mental retardation ………………………………………………………………4
Classification of the mentally retarded …………………………………………………...5
Classification of mental retardation based on the intelligence quotient ............................ 6
The retarded child learns best by special methods ofinstruction ……………….............. 8
Cerebral palsied children ................................................................................................. . 9
Types of speech defects …………………………………………………………............ 11
Stuttering ………………………………………………………………………………... 12
Cleft lip and cleft palate ………………………………………………………………… 14
Speech therapy ……………………………………………………….............................. 15
Classification of the deaf ……………………………………………………………… ..17
Lipreading ……………………………………………………………………………… .19
Methods of instruction ………………………………………………………................. .21
The hard of hearing …………………………………………………………………….. 23
The hearing mechanism ……………………………………………………………....... .24
Speech and language development …………………………………………….............. .26
The language problem ……………………………………………………………......... 27
Teaching of speech and language to deaf children ……………………………………... 29
Units for deaf children in ordinary schools …………………………………………….. 32
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Deafness in children …………………………………………………………………..... 33
Educational guidance of handicapped children ………………………………………… 34
Problems of mental retardation ………………………………………………………… 36
SPECIAL EDUCATION
In every school system there are pupils who deviate markedly from so called "normal children" and require special education.
The primary function of special education is to provide treatment, training and instruction for such handicapped children.
Special education is planned to make use of highly specialized methods in order to provide all exceptional children with the specific type of educational service they need.
These special services may include a radical modification of the curriculum, special methods of instruction as well as special equipment.
Consequently, special education is applied to each type of exceptional children who are handicapped physically, mentally or socially.
In fact, such children cannot follow the regular school programme because of their handicaps but they can profit by a restricted and adjusted programme.
Today all "handicapped" children are called exceptional children. In America "special education" is generally referred to as the "education of exceptional children".
The term "exceptional" includes the various types of physically handicapped children such as: the crippled, the blind and the partially sighted, the deaf and hard of hearing, the deafened, the speech defectives and those with special health problems, the emotionally disturbed, the mentally retarded.
Each kind of special handicap presents it’s own particular problems and needs. Handicapped children present learning difficulties; their sensory and motor impairments require careful study in order to adapt instruction successfully as they cannot adjust to the ordinary school programme.
Special education presents a wide variety of medical, social, vocational and administrative problems for education.
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With universal compulsory education, special education became a necessity. Special education implies the development of a healthy well adjusted personality who can adapt himself to a society in which he can know success.
The best system of training is one in which the child follows the normal training course designed for ordinary school work, but in addition devotes some time to special work designed to eliminate the respective defects.
So a child with marked hearing loss requires additional services and special instruction in compensating for his handicaps. A child with seriously defective vision also requires special techniques of instruction, different from those applied to a child who has normal vision. The crippled child likewise requires special facilities for his physical handicap.
Children with particular handicaps must be placed in special schools and classes, where they get additional services and special instruction. At such schools children are given knowledge, habits and abilities according to the normal training course but the applied methods are specialized.
Classification of Exceptional Children.
Children are classified according to their handicaps
1. the mentally retarded
2. the deaf and the hard of hearing
3. the blind and the partially sighted
4. the speech defective
5. the crippled
6. Health problem children
There are two more groups in American classification
They are:
7. the mentally gifted
8. children presenting serious behaviour problem
T E R M S
to deviate иметьотклонения
to make use of использовать
highlyspecialised methods специальныеметода
to provide обеспечить, охватить
exceptional children аномальныедети
educational service обучениеивоспитание
modificationизменение
curriculumучебныйплан
methods of instruction методыобучения
equipment оборудование
mentally умственно
tofollowtheprogramme следовать, обучаться по программе
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handicap недостаток /физический, умственный
toprofit извлекать пользу
torestrict ограничивать
toreferto ссылаться, называться, относиться
to apply to применять
to adjust oneself приспосабливаться
crippled children дети-калеки
the blind слепые
the partially sighted слабовидящие
the deaf глухие
the hard of hearing слабослышащие
partially deaf слабослышащие
the deafened оглохшие
the speech defective логопаты
emotionally disturbed страдающиенарушениемпсихики
the mentally retarded умственно-отсталые
the gifted одаренные
impairment=handicap недостаток, нарушение
sensory and motor impairment сенсорныеимоторныенарушения
torequireтребовать
toadapt приспособлять, адаптировать
toadjustприспособлять
a wide variety большоеразнообразие
vocational education профобучение
compulsory education обязательноеобучение
hearing loss потеряслуха
additional services дополнительныеуслугиобучения
defectivevisionслабоезрение
specialfacilityспециальныесредства
DEFINING MENTAL RETARDATION
Many "labels" have been applied to the child who functions at an intellectual level below average. These include mentally defective, mentally subnormal, mentally retarded, intellectually defective, intellectually subnormal, intellectually retarded, oligophrenic, feebleminded, a mental, exceptional, slow learning and so forth. Really there is little difference among them, although some do carry more positive emotional connotations than others.
In this text the phrase "mentally retarded" will be used to denote the whole range of retardation, but the term feebleminded or the phrase "mentally defective" will be used to denote more severe mental retardation. There have been many attempts at defining precisely what is meant by the concept of "mental retardation". Some persons have attempted to define the condition in terms of the intelligence quotient that an individual achieves. This has been particularly characteristic of authorities in the United States, where the use of intelligence tests has flourished. In such cases the usual procedure is to define intellectual retardation in terms of an intelligence quotient score of below 70. A child, who obtains an intelligence quotient of 68, however is not necessarily more retarded mentally than a child with an intelligence quotient of 72, since many factors must be taken into consideration in the interpretation of intelligence test scores.
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Pr. Tredgold defines mental retardation as follows:
... a state of incomplete mental development of such a kind and degree that the individual is incapable of adapting himself to the normal environment of his fellows in such a way asto maintain existence independently of supervision, control or external support. We may note that this definition stresses the degree of social adequacy of the person - how well he is able to adjust to the demands of society in comparison with others of his age group. "Inability to adapt" is emphasized as an important factor. Children who are "average" in intelligence quotient are between 95 and 104. About 3% of the total group is considered to be "feebleminded". This group has intelligence quotient below 65.
T E R M S
mentalretardation умственная отсталость
intellectuallevel уровень интеллектуального развития
subnormal аномальный
mentallydefective умственно-отсталый
oligophrenicолигофрен
feebleminded слабоумный
connotation дополнительное значение
conditionзд. состояние
intelligence quotient интеллектуальныйкоэффициент
CLASSIFICATION OF THE MENTALLY RETARDED
In the many ways of classifying mental defectives, one of the most useful, for psychological and administrative purposes, is by the severity of grade of the defect.
Three main grades are distinguished, namely, imbeciles and feeble-minded persons. Roughly speaking, one can say that idiots are so grossly subnormal inintelligence that they cannot learn to protect themselves from commonphysical dangers. They do not learn to speak more than a few words at most.
Imbeciles learn to avoid common physical dangers, and can usually carry on a simple conversation, but they do not have the wit to learn to read and write, and as adults they can only lead a sheltered existence. In imbeciles and idiots the damage to the central nervous system is severe.
Idiots and imbeciles form the two great classes of what is often called "lower grade" mental defect. There is considerable agreement in all countries as to how these two terms shall be used, and because of the gravity of the disabilities from which idiots and imbeciles suffer diagnosis is relatively easy in the great majority of cases. Much more uncertainty exists in regard to what are called "high grade" mental defectives, morons, or feeble-minded persons. Both the terminology and the definition of this category are confusing. In Great Britain, the "slow learning" children are often called feeble-minded.
In America the term feeble-mindedness if a synonym for mental-deficiency. And those who are called feeble-minded in England are called morons in the United States.
The term feeble-minded has traditionally been applied to adults who are above imbecile grade in intelligence and attainment, but who are regarded as mentally deficient because of gross social incompetence. So the term feeble-minded is now applied only to socially incompetent persons who are also grossly subnormal in intelligence.
In most feeble-minded persons the damage of the central nervous system is either not severe or is non-existent, and the main defects, which are behavioral, are in many cases due more to environmental factors impairing the efficiency of a vulnerable organism, than to physiological causes in themselves.
Mental deficiency is to be distinguished from mental illness.
a) Mentally ill patients are 1) those who need medical and social services in the community or in hospital and who are not at present subject to compulsory powers (they are many) and 2) those who are at present subject to compulsory admission to hospital or community care, in certain circumstances, as "Persons of unsound mind." (they are few).
b) Psychopathic patients, or patients with psychopathic personality are those who may be called feeble-minded psycho paths.
T E R M S
imbecilesимбецилы
feeble-minded = morons дебилы
idiotsидиоты
ashelteredexistence опекаемое существование
mentaldeficiency умственная недостаточность
environmentalfactors факторы окружающей среды
vulnerableorganism уязвимый организм
mentalillness психическое заболевание
unsoundmindдушевнобольные
psychopathic patients психопаты
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